The construction of a coherent interpretation of electrostatic interactions in the context of training teachres

Several studies highlight the importance of electrostatics as regards its role of disciplinary foundation. Research on learning processes and teaching/learning proposals highlighted some important difficulties that affect knowledge also in other fields. Incoherent statements using microscopic entities with different roles and modalities in different experiences are founded in high-school and university students and are a prelude to formative deficiencies as regards teachers also on the methodological plane. They rise from a teaching approach in which the implicit assumptions are mainly on the types of reasoning leading to the identification of electrified states of the system and the ways by which these are obtained. Especially for cases where assumptions involving the microscopic world are needed it is extremely important to build in an explicit, rigorous and organic way the phenomenological elements associated to the interpretative reasoning that base these assumptions. For the importance of the basic scientific education and related teacher training a Formative Intervention Module (MIF) was carried out in which we investigate the recognition of common elements in phenomenology to build interpretative frameworks gradually wider and of more general value.