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This paper deals with an experimental intervention in teaching physics in senior high school. The aim is to investigate whether the proposed method using analogies, simulations, guided discovery, explorations, communication, and structured guided dialogues facilitates pupils to face their misconceptions and learning difficulties mainly created by the formalism of electromagnetism. In the introduction, some suggestions for the physics teaching where misconceptions of pupils are inevitable aredoi:10.5281/zenodo.3842111 fatcat:gg3zkrejvvfhvbhljy2gmmiefe