Abstract
Learning physics is usually considered a difficult task. Various rationalizations are put forward to justify this belief. The most frequent argues that students come to the classroom with their own pre-existing ideas about the world upon which they base their explanations. These ideas are often not mistaken but of a very general nature and cannot qualify as theoretical statements.
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Andaloro, G., Bellomonte, L., Sperandeo-Mineo, R.M. (1995). Modeling in Physics Education. In: Bernardini, C., Tarsitani, C., Vicentini, M. (eds) Thinking Physics for Teaching. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1921-8_17
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DOI: https://doi.org/10.1007/978-1-4615-1921-8_17
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