How can we measure it? Seven inquiry contexts to detect and correct misconceptions about units and magnitudes

Abstract

Physics learning activities can present difficulties to detect and correct students misconceptions about magnitudes and units. To this end, we have set up a didactic sequence based on inquiry-based science education approaches where students are asekd to solve several enigmas and design strategies to perform measurements. Results are discussed together with comments about a didactic scaffold used to promote the scientific skills of the students.