Potentially meaningful teaching units on electromagnetic induction: a study on higher education students’ conceptualization

• Autor(a) principal: Pantoja, Glauco Cohen Ferreira
• Data de Publicação: 2021
• Outros Autores: Moreira, Marco Antonio
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/75550

We discuss the results of the implementation of two Potentially Meaningful Teaching Units for approaching the concept of electromagnetic induction in Higher Education basic cycle electromagnetism subjects in two contexts. These unities had nine classes of 100 minutes each, which were split in expositive-dialogic lecture sessions of 40 minutes, when the teacher addressed the content synthetically, and problem-solving sessions of 60 minutes, when students solved problems in groups. Conceptual field theory was used as theoretical framework and the methodology of content analysis was carried out to investigate conceptualization modes developed by students in problem-solving. We restricted data analysis to answers for problems derived from two classes of situations, namely, description of electromagnetic interactions and symbolic representation of the electromagnetic field. In diagnostic evaluation, we identified initial frustrated students’ attempts of adapting prior knowledge obtained from electrostatics and magnetostatic contexts for describing electrodynamic fields. Along the UEPS, in both contexts, we highlighted the existence of adaptation patterns of conceptualization modes due to most part of the students to the ones deemed scientifically adequate. Learners seem to start a process of partial detachment of the instrumentalist notion of the electromagnetic field and begin to adopt more realist models of this field, besides that, they apparently become more familiar with relational and abstract symbolic representations of the electromagnetic field.