Sequência de ensino investigativo sobre o tema "radioatividade " por meio de histórias em quadrinhos

• Ano de defesa: 2020
• Autor(a) principal: Francischeto, Rodrigo Tardin
• Orientador(a): Bianco, Gilmene
• Banca de defesa: Brasil, Elizabeth Detone Faustini , Mendes, Ana Nery Furlan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado em Ensino na Educação Básica
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino na Educação Básica
• Departamento: Centro Universitário Norte do Espírito Santo
• País: BR
• Palavras-chave em Português: Aprendizagem significativa; História em quadrinhos; Ensino de química; Radioatividade; Meaningful learning; Comic; Chemistry teaching; Radioactivity
• Área do conhecimento CNPq: Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/14563

This research project presents a playful and motivating pedagogical resource to improve learning performance, arousing students' interest in a topic of chemistry - radioactivity. It reports an experience of comics elaboration (HQ) as didactic strategy for the work with chemical concepts about radioactivity. The objective is to evaluate the didactic potential of comics in order to facilitate the understanding of the concepts studied and bring students closer to chemistry. Already the comic has great appeal with the young pubic. Currently, the “radioactivity” approach is still carried out through the teachers' exposure of concepts, without the students having an active participation in the process. The structure of high school textbooks also undermines the development of a broader social representation of radioactivity meeting the objectives of today's chemistry teaching. It is notorious that young people enjoy comic books, and they can be used to facilitate understanding and contextualization of radioactivity concepts, elaboration and production of their own comics, with their unpublished stories, arouses the curiosity of students who can use their creativity to mentally construct scientific concepts, as well as acquire other skills such as text construction, drawing, painting and character creation. Scientific knowledge, including chemical knowledge, improves the ability of the individual to analyze, reflect and create and promote changes in their behavior in the face of various everyday situations, since Chemistry is a science present in everyone's daily life. This method, which meets the theory of meaningful learning, describes how the process by which new knowledge acquires meaning in the student's cognitive context. It is known that the national data regarding reading and text interpretation are unsatisfactory and the construction of comic books can contribute to the assimilation and internalization of concepts about “radioactivity”