Sequência didática para ensino de física atômica e nuclear aplicada no contexto da medicina

Abstract

The didactic sequence proposed in this work meets the recommendations of the National Curriculum Parameters, focusing on 3rd year classes of high school and the structuring theme Modern and Contemporary Physics: the study of matter and radiation, in which we approach concepts of applied atomic and nuclear physics in the context of medicine, in particular, X-rays, relationships between X-rays and radiotherapy and nuclear magnetic resonance. The application of the product was carried out in three stages: Initial problematization, one class, aimed at probing, Knowledge Organization, six classes, aimed at improving students' knowledge, and Knowledge Application, one class, production and socialization of a leaflet about the themes under study. The development of the curriculum was linked to the existing relationships between contextualization of the content, didactic resources, teaching and learning strategies of the students, seeking to implement processes capable of enabling important educational advances to the individuals involved. The educational procedures were carried out considering the contents in a conceptual, procedural and attitudinal way, using elements from David Paul Ausubel's Theory of Meaningful Learning and neuroscience fundamentals of how learning is built. The procedural evaluation, reflection transformed into action, and favoring the trajectory of knowledge construction. The results of the educational product show a manifestation of positive affective learning, collective and collaborative work and evidence of learning, possibly useful to students, demonstrating its potential for use in the classroom.