Uma sequência didática para o ensino de física nuclear no ensino médio

Abstract

This dissertation presents the development and the report of the application of a didactic sequence for the teaching of Nuclear Physics, centralized in the concept of Nuclear Energy, as a complement to the study of Modern Physics in High School. This didactic sequence is structured in eight regular classes of fifty minutes and has as its main theoretical and psycho-pedagogical foundation the socio-historical-cultural theory of Lev Vygotsky, which considers learning a joint activity, in which collaborative relationships among students can and should have space . In this way, it was proposed in these classes that the students carry out the activities in small groups, guided by a script-sheet, and, of course, by the teacher, who plays an indispensable mediating role in this methodology. In order to motivate the students, different strategies were used, such as the use of texts, figures, videos, graphs, tables and practical activities. For this, besides adopting a more phenomenological approach of the presented concepts, without neglecting the mathematics necessary for their comprehension, it was our objective also to enlarge the critical sense of the students, discussing with them, in seminars form, the risks and benefits of the use of elements related to Nuclear Physics in our society. From the positive results that we obtain, we believe that this work can collaborate with the promotion of the teaching of Modern Physics in High School.