Da Terra às estrelas : uma abordagem interativa sobre radioatividade

• Ano de defesa: 2025
• Autor(a) principal: Delgado, Hozana Donatila
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Nacional Profissional em Ensino de Física - MNPEF
• Palavras-chave em Português: Radioatividade; Ensino de física; Aprendizagem significativa; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Radioactivity; Physics teaching; Meaningful learning
• Link de acesso: http://ri.ufmt.br/handle/1/6941

Given the implementation of the New High School curriculum and the consequent reduction in the number of hours dedicated to physics, topics related to Modern Physics are inevitably ad dressed in a more succinct manner. In this scenario, it becomes evident that adopting contextu alized teaching strategies is essential to facilitate the understanding of complex topics such as radioactivity. This study proposes an alternative approach to teaching Modern Physics, focusing on radioactivity through a structured teaching and learning sequence (SEA) based on Au subelian theory. The teaching resources employed include questionnaires, investigative activi ties from the Perimeter Institute, interactive simulations (PhET), augmented reality, dialogic lectures, videos, mind maps, quizzes, and a virtual tour of ITER, all aimed at enhancing content assimilation. The application was structured in progressive stages, integrating theoretical and practical moments, which enabled students to contextualize and relate physics concepts to eve ryday life and the various applications of radioactivity. The research is exploratory in nature and follows a qualitative and quantitative approach, employing action research as the qualitative analysis method and Hake's gain as the quantitative parameter. The results obtained from both analyses indicate significant learning. Hake's gain quantified the learning progression, demon strating an improvement in students’ understanding of the covered concepts, with a high clas sification (g = 0.87). The educational product proved to be effective in fostering dynamic and meaningful learning, promoting the development of essential global competencies such as cre ativity, collaboration, communication, and critical thinking key skills for physics education in contemporary educational contexts.