Sequência didática para abordagem do conteúdo da radioatividade com base em um juri simulado

Abstract

This study analyzes the contributions of a didactic sequence based on Patro's model 5E in the construction of concepts about radioactivity content. For this, we used as strategies a simulated jury, a problem-situation and the construction and discussion of an infographic. The intervention material also included the exhibition and debate on a video about the accident with Cesium-137 in Goiânia, a questionnaire to survey previous conceptions and a guide for research and development of infographics, which aimed to expand discussions on the theme and contribute to the construction of concepts necessary for the resolution of the problem-situation and participation in the simulated jury. The research was carried out in a class of the 3rd year of high school, with about 20 participants. For data collection and construction, we used a questionnaire and audio recording, using a Smartphone. The results were grouped into categories for further analysis of the questionnaire responses to previous conceptions and the problem-situation. The survey of previous conceptions showed us that students identify the understanding about the existence of radioactivity and their participation in the society in which we live, even though students are unable to explain which chemical concepts are involved in their statements. The answers given by the students to the problem-situation have little to do with the scientific concepts about radioactivity, however, we observed in their responses a significant change in relation to the responses of the diagnostic evaluation, as they started to see radioactivity not only. The simulated jury was evaluated in the search to identify, in the students' speeches, the chemical concepts that involved the specific theme. The proposed didactic sequence seems to be a good alternative for building concepts that involve radioactivity, as it allows the development of scientific concepts and the construction of knowledge from an active perspective of students and considering benefits and problems associated with the use of radioactivity in society.