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(1):119–135
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Smith DP, van Kampen P (2011) Teaching electric circuits with multiple batteries: a qualitative
approach. Phys Rev ST Phys Educ Res 7:020115
Taton R (1988) Histoire generale des sciences. Presses Universitaires de France, Paris
Treagust DF, Chittleborough G, Mamiala TL (2002) Students’ understanding of the role of
scientific models in learning science. Int J Sci Educ 24(4):357–368
Whittaker E (1987) A history of the theories of aether and electricity. American Institute of Physics,
College Park, MD
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J. Guisasola et al.
research. Int J Sci Educ 26(5):515–535
Méheut M, Psillos D (2004) Teaching–learning sequences: aims and tools for science education
research. Int J Sci Educ 26(5):515–535
Nieveen N (2009) Formative evaluation in educational design research. In: Plomp T, Nieveen N
(eds) An introduction to educational design research. SLO, Enschede, pp 89–101
Savall-Alemany F, Guisasola J, Cintas SR, Martínez-Torregrosa J (2019) Problem-based structure
for a teaching-learning sequence to overcome students’ difficulties when learning about atomic
spectra. Phys Rev Phys Educ Res 15(2):020138
Savinainen A, Mäkynen A, Nieminen P, Viiri J (2017) The effect of using a visual representation
tool in a teaching-learning sequence for teaching Newton’s third law. Res Sci Educ 47
(1):119–135
Schagrin ML (1963) Resistance to Ohm’s law. Am J Phys 31(7):536–547
Smith DP, van Kampen P (2011) Teaching electric circuits with multiple batteries: a qualitative
approach. Phys Rev ST Phys Educ Res 7:020115
Taton R (1988) Histoire generale des sciences. Presses Universitaires de France, Paris
Treagust DF, Chittleborough G, Mamiala TL (2002) Students’ understanding of the role of
scientific models in learning science. Int J Sci Educ 24(4):357–368
Whittaker E (1987) A history of the theories of aether and electricity. American Institute of Physics,
College Park, MD
174
J. Guisasola et al.