Sequência didática para o ensino de radioatividade com enfoque CTS no ensino médio

Abstract

This dissertation presents a study of the development and evaluation of a didactic sequence in a STS approach to teaching the subject radioactivity in the teaching of Chemistry. The elaborated didactic sequence contemplated different activities involving the relations of the scientific content with the daily of the students, besides the relations that the radioactivity has with the science, technology and the society. The methodological approach used was qualitative of an interpretive nature, carried out with 18 students, from the second year of high school, the morning shift, of a college of the state education network of the city of Ivaí - PR. The data collection was done by means of a questionnaire, participant observation, notes in field diary, activities developed by the students, photos and filming. The main results indicated contributions to the understanding of scientific knowledge and the STS relations on the subject, besides the positive aspects to motivate the students to reflect and to form opinion on the scientific and technological issues. The drama presented as a final item was a highlight of the sequence, evidenced the relationship and understanding of the students about the negative and positive aspects of radioactivity, as well as the students' motivation to study the subject. In general, there was a preponderant contribution of the STS approach in the transposition of students' previous concepts, in the construction of new knowledge about radioactivity, and in the perception of their diverse and controversial relations in society, as in the use of medical treatments, nuclear power production, pump construction, among others.