Deficiencias epistemológicas en la enseñanza habitual de los conceptos de campo y potencial eléctrico

Abstract

This article intends to analyse up to what extent the scarce learning produced when introducing the basic concepts on electrostatics is due to deficiencies and inadequacies in its routine teaching. So, on the one hand, we analyse what have been the principal epistemological leaps forward in the making of electricity as a science. On the other hand, we analyse Physics books and the teachers’ opinions.