We report a research-based proposal on electromagnetic induction within the theoretical framework of the Model of Educational Reconstruction. The proposal is based on a sequence of inquiry-based experimental activities centered on hands-on materials and "Real-Time" quantitative experiments, through which students explore the phenomenology of electromagnetic induction. The sequence was planned to address Faraday-Neumann-Lenz law analyzing the involved physics quantities and constructing quantitative relationships between them. Our hypothesis was based on the idea that phenomenological explorations performed through online sensors promote a functional understanding of electromagnetic induction and help students to face the conceptual knots highlighted by international literature about these phenomena. The educational sequence was proposed to a sample of 87 high school students with the aim of analyzing the evolution of the educational processes employing a set of inquiry-based tutorials. The qualitative analysis of students' answers demonstrates that students increased their knowledges in the analysis of electromagnetic induction phenomena recognizing the fundamental role of time-variation of the magnetic field flux in the Faraday-Neumann-Lenz law.