Teaching electromagnetism through a historical approach
Analysis of scientific concepts and teaching-learning
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One of the reasons for the lack of interest in learning physics lies in the way it is often taught, prioritizing the final product of science, simplifying the nature of scientific knowledge, and distorting the image of the work done by scientists. In view of this problem, we developed a course for high school students with the purpose of working on electromagnetism content, mainly the concept of electromagnetic induction, using the production of electrical energy by a hydroelectric plant as the generating theme, in addition to the historical approach of the work carried out by Michael Faraday ...
One of the reasons for the lack of interest in learning physics lies in the way it is often taught, prioritizing the final product of science, simplifying the nature of scientific knowledge, and distorting the image of the work done by scientists. In view of this problem, we developed a course for high school students with the purpose of working on electromagnetism content, mainly the concept of electromagnetic induction, using the production of electrical energy by a hydroelectric plant as the generating theme, in addition to the historical approach of the work carried out by Michael Faraday (1791-1867). Our research objective was to answer the following question: what scientific and teaching-learning concepts do high school students present in a course based on the approach of electromagnetism concepts through a historical approach? At the end of the course, we noticed signs of changes in the students' scientific conceptions, as they concluded that science is the result of mucheffort, dedication, and persistence; that a scientist does not work alone, but needs to communicate with a scientific community.
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