Os Simpsons como recurso didático digital no ensino de Química para abordagem do conteúdo de radioatividade.

Abstract

The new information and comunication technologies (ICTs) can help to improve the chemistry teaching, turning the discipline more atractive and encoraging the students, because this technologies are inserted in his daily. In this perspective, we used ICTs inserted on the tangential learning, that occur when scholar contents, for example, were discussed in classroom, without explicit the intention to teaching. Faced with different ICTs, we opted for videos in this research, more specifically, videos from the television series The Simpsons as a digital didactic resource for approaching radioactivity content. Therefore, our objective in this study is to propose didactic activities for the teaching chemistry on radioactivity content from episodes of The Simpsons in the perspective of tangential learning. The study was conducted from four methodological steps: selection of episodes of the television series; description of episodes with potential for content approach Radioactivity; analysis of the episodes described for the identification of radioactivity themes / content aspects; and elaboration of didactic activities for chemistry teaching on radioactivity content from episodes of the series The Simpsons, based on the perspective of tangential learning. The results of this study indicate that the selected episodes have the potential to address current controversial issues / aspects about radioactivity, such as contamination versus irradiation and environmental contamination (episode 1 Homer the Farmer), contamination versus irradiation with a focus on applications, (episode 2 File S), and the disposal of radioactive material, nuclear accidents, and mutations and natural selection (episode 3 The three-eyed fish) and that the teaching proposals elaborated from these episodes may help the learning process in perspective tangential about radioactivity.