Abstract
Lively thought can be developed in various ways. Examples are given here showing how episodes from Michael Faraday's work used in Physics classes affected pupil thinking. Some observations on the connection between feelings and conceptual learning are discussed.
| Original language | English |
|---|---|
| Article number | 002 |
| Pages (from-to) | 204-208 |
| Number of pages | 5 |
| Journal | Physics Education |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1993 |
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