A radioatividade em uma abordagem CTS através de uma sequência didática lúdica

Abstract

This work presents a Didactic Sequence and a playful resource developed for the study of Radioactivity in charitable educational support classes for students who intend to take a college exam entrance, in Rio de Janeiro. The content was taught and the game “Radioactive Deck”, created as a facilitating learning tool, applied for the fixation of the content. At the culmination of the didactic sequence, a debate was proposed entitled “Radioactivity: good or bad?”, aiming a critical analysis on the use of the radioactivity and the consequences of its bad use. During of development and application of the methodology, the teaching practice was thought with the intention of transforming the teacher into a more reflexive and critical professional, able to elaborate strategies appropriate to the situations experienced, and interested in improving their methods constantly. The Didactic Sequence was adequate, since it allowed sections of feedback and the intellectual growth of the group involved.