Uma sequência didática para o ensino de física moderna: a radioterapia no tratamento do câncer

Abstract

In this dissertation, we present the development and application of an Educational Product in the form of a Didactic Sequence (DS) aimed at teaching Modern and Contemporary Physics (CMP). The central focus of the DS was the use of ionizing radiation in the treatment of breast and prostate cancer through radiotherapy. With society's perception of radioactivity oscillating between good guy and bad guy, the approach to the topic was outlined from a CTS (Science, Technology and Society) perspective, duly interwoven with the students' daily lives and implemented through practical activities, seeking to make the students active participants in the world of science and technology, acquiring Significant Scientific Literacy. The lessons were structured on the basis of the Three Pedagogical Moments: Initial Problematization, Organization of Knowledge and Application of Knowledge, providing a comprehensive and effective approach to the teaching-learning process. The aim was not only to transmit information, but also to enable students to solve problems and use concepts autonomously. Thus, by basing the classes on the three pedagogical moments, we sought to provide an enriching educational experience that goes beyond the transmission of content, promoting the students' integral development. In order to contribute in this sense, various educational activities were carried out using low-cost experiments, a phet colorado simulator, slides with comparative figures, a cell phone application, a computer, a Datashow, interviews with students using technological means, a pen drive, a speaker and e-mail. The proposal encourages students to understand the importance of physics in the medical field and to reflect on the social impacts of this technology. The Educational Product was implemented in a third-year regular high school class at a state school in the central region of the municipality of Juiz de Fora, during the months of November and December 2022. As a result, the Didactic Sequence improved self-confidence, creativity and verbal expression, a notable improvement in collaborative learning and cooperation, along with a growing sense of solidarity. Also noteworthy was the significant progress in the participants' understanding of the importance of issues related to science and technology in contemporary society.