TEAM-BASED LEARNING FOR DEVELOPING COMMUNICATIVE COMPETENCE IN AN UNDERGRADUATE ELECTROMAGNETISM COURSE: A METHODOLOGICAL FRAMEWORK

Electromagnetism is among the most conceptually demanding parts of the introductory university physics sequence, and it is also a field in which scientific communication (explaining invisible fields, justifying symmetry arguments, defending a solution to peers) is central to professional practice. Conventional lecture-and-problem-set instruction rarely develops these communicative skills systematically. This article proposes a methodological framework for teaching the Electromagnetism section of General Physics through Team-Based Learning (TBL) combined with peer instruction, case studies, jointly written laboratory reports and structured scientific debate. The framework operationalises communicative competence as five observable components (scientific language, argumentation, listening and questioning, collaboration, and scientific presentation), links each component to specific classroom activities, and provides a seven-module sequence from Coulomb's law to Maxwell's equations, together with an assessment rubric and a monitoring design based on concept inventories and the normalised gain. The paper is a design-oriented contribution grounded in the published evidence on active learning; empirical results of a pedagogical experiment are outside its scope and a protocol for such a study is provided.