INQUIRY-BASED TEACHING OF ELECTROMAGNETIC INDUCTION IN HIGH SCHOOL

Abstract

The persistence of traditional practices in Physics education, often centered on content transmission and the mechanical application of formulas, still hinders the conceptual understanding of fundamental topics such as the Law of Electromagnetic Induction in High School. In accordance with the guidelines of the Brazilian National Common Curricular Base (BNCC), it becomes necessary to discuss pedagogical approaches that promote investigation, contextualization, and the active participation of students in the construction of scientific knowledge. In this context, this article aims to objectively discuss the theoretical and didactic foundations for teaching the Law of Electromagnetic Induction in High School and to present an inquiry-based teaching proposal articulated with elements of the History and Philosophy of Science, the relationships between Science, Technology, Society and Environment, and the use of Digital Information and Communication Technologies. This study is theoretical-bibliographic and propositional in nature, in which a didactic organization structured around a problem situation involving technologies such as power plants, transformers, induction chargers, and the Faraday flashlight is systematized. The proposal mobilizes students’ prior knowledge, promotes the formulation and confrontation of hypotheses, and leads to the conceptual systematization of the relationship between the variation of magnetic flux and the generation of electric current, articulating physical concepts with everyday technological applications. As a result, a pedagogical organization consistent with current curricular guidelines is outlined, capable of fostering the conceptual understanding of the Law of Electromagnetic Induction and the development of scientific argumentation. It is concluded that inquiry-based teaching, integrated with formative assessment strategies, contributes to making the study of the Law of Electromagnetic Induction more meaningful, contextualized, and educationally relevant in High School.