Students often find the study of electrostatics to be abstract, heavily mathematical, and non-intuitive. This paper describes an inquiry-based approach to teaching electrostatics in an introductory calculus-based physics class that emphasizes the primacy of student conceptual understanding.
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Mark Lenfestey; Inquiry-based electrostatics. Phys. Teach. 1 May 2019; 57 (5): 346–347. https://doi.org/10.1119/1.5098933
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