Explorando a lei de Faraday e a lei de Lenz por meio do experimento de indução eletromagnética (EXPINEL)

Abstract

This study aims to present an approach to teaching electromagnetism, focusing on Faraday's and Lenz's Laws, targeted at third-year high school students. In response to the COVID-19 pandemic, this methodology was developed for distance learning to make the understanding of often abstract concepts more accessible to students. The pedagogical structure of the didactic sequence is based on the inquiry-based teaching methodology, utilizing the POE (Predict - Observe - Explain) approach. Two didactic sequences were created: one on Faraday's Law and another on Lenz's Law, employing videos of an experimental apparatus called the Electromagnetic Induction Experiment (EXPINEL). Additionally, the PHET virtual simulator was integrated to establish an analogy between the real experiment and theoretical content, aiming to enhance students' understanding of the phenomena and their applications. Each didactic sequence consists of seven questions, presented sequentially with defined deadlines for responses. The first stage, titled Predict, involves students watching videos of the EXPINEL experiment when it is off and responding to questions that challenge them to formulate predictions and hypotheses about the apparatus's operation. In the Observation stage, students watch videos of the experiment in operation to compare their predictions with real results and create more in-depth explanations of the phenomenon. In the Explanation stage, students use the PHET simulator to create an analogy between the real experiment and the virtual simulation, reinforcing theoretical understanding. They then reassess their answers from the Prediction and Observation stages, providing more substantiated explanations. Subsequently, an expository lesson on the topic and the experimental apparatus gives students another opportunity to reformulate their answers. The analysis of the developed didactic sequences was based on qualitative data obtained from students' conceptual responses to each proposed question. Quantitative graphs were created throughout the analysis of each conceptual question to provide an understanding of the class's progress. The evaluation of responses focused on conceptual understanding, encouraging the development of scientific writing and the acquisition of a more solid understanding of Faraday's and Lenz's Laws, which are often challenging for students. The results indicate that students were able to understand the phenomena and develop scientific writing skills, demonstrating a solid conceptual understanding of Faraday's and Lenz's Laws..