Experimentation and learning of electromagnetism according to the theory of the conceptual fields of vergnaud

Abstract

This work aims to analyze the application of a proposal for teaching electromagnetism, in the last year of high school, based on experiments. The strategies prioritized physical concepts over approaches that only value mathematical tools, enabling students to participate more actively in the learning process. The research used Vergnaud's Conceptual Fields Theory and Experimentation in Physics Teaching as a theoretical framework. Qualitative research involved the application of a Didactic Sequence in four stages. Data were collected via observation, recording of classes, questionnaires and interviews. For analysis, we follow the theoretical assumptions presented here. As a result, it is pointed out that students were more motivated when presented to the concepts of Electromagnetism through the experimental approach and demonstrated a better understanding of the concepts when confronted with situations, created and mediated by the teacher, expanding the domain of the concepts involved.