Uma sequência didática para a abordagem da fissão e da fusão nuclear no Ensino Médio.

Abstract

This study to analyze the contributions of a didactic sequence based on the three pedagogical moments in the construction of the concepts of fission and nuclear fusion in high school. For this, we use the pedagogy of the three pedagogical moments, having among the associated strategies a problem situation about the risks caused by nuclear energy. The lectures and videos on the beneficial use of nuclear fission and fusion also comprised the proposed material, which aimed to enrich the discussions that took place on the subject and enable the construction of concepts necessary to solve the problem situation. Twenty-four students from the second year of high school participated in the research. For data collection and construction, two forms of registration were used: writing and audio recordings. The data were analyzed qualitatively so that the results were systematized, highlighting the previous categorization used for the analysis of the answers given the problem situation. The students' participation was constant and significant in each stage, which allowed a good construction and reconstruction of their knowledge. The hypothesis survey made possible the structuring of the final answer from the knowledge construction along the proposed activities. The answers given to the problem situation show that the students used the information brought in the three different moments that make up the sequence. We highlight the teamwork and the desire to learn the scientific concepts on the part of the students, who were always interested in the approach taken. Finally the construction of a problem situation from a real context seems to us a good alternative for the construction of general concepts of radioactivity, mainly about nuclear fission and fusion, as it allows the development of scientific concepts and the construction of knowledge of a broad and differentiated perspective.