Eletromagnetismo no ensino médio: desenvolvimento e aplicação de uma sequência didática experimental

Abstract

Within the current context of discussions on improving pedagogical practices and integrating sustainability principles into science education, this work proposes a didactic sequence for teaching physics based on the use of recyclable materials as experimental resources. This approach seeks to broaden accessibility to practical activities, make the teaching process more dynamic and contextualized, and simultaneously foster the development of environmental awareness. The research focuses on the theme of electromagnetic induction, a fundamental phenomenon for the functioning of various currently known technologies, favoring a consistent articulation between theoretical foundations and experimental activities, in order to enhance meaningful learning. The study was developed at the Raimundo Célio Rodrigues State School of Professional Education, located in the municipality of Pacatuba (CE), and was structured in a qualitative approach, with an experimental character and bibliographic support. Based on Ausubel's Theory of Meaningful Learning, this study sought to connect students' prior knowledge with new concepts of electromagnetism, fostering a more participatory, stimulating, and cognitively engaging learning environment. The teaching sequence was organized into six interdependent stages, in which theoretical content was linked to simple experimental activities using recyclable materials, enabling a more engaging, sustainable, and intellectually challenging learning experience. The analysis of the questionnaires administered before and after the intervention revealed significant advances in the students' conceptual understanding, indicating that the integration of theoretical foundations, investigation, and experimental practices contributes to increased student engagement and the development of a critical and environmentally responsible stance. The results obtained corroborate the relevance of systematically planned didactic interventions for improving the teaching of Physics, as well as the need for continuous methodological improvement in line with the current demands of education.