Uma proposta para o ensino de física nuclear

• Ano de defesa: 2017
• Autor(a) principal: Adornes, Alcides Gilberto da Rosa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Física nuclear e de partículas; Componente curricular; Contextualização social; Econômica e política; Nuclear and particle physics teaching; Curricular component; Social contextual analysis; Economic and political issues in nuclear physics; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/13376

This work is presented as a doctoral work in which we present a teaching proposal for the curricular component of nuclear physics in the UFSM Physics degrees, from an update perspective from previous courses in nuclear physics and particle phenomenology. The main motivation from the present proposal arises from the clear dissonance between the current aims of the current university courses in these fields and those predicted by the official documents which are the main guidelines which regulate the Brazilian educational system. We therefore propose a restructuring of the course in order to contemplate better relevant requisites like scientific and technological applications and social, political and economic contexts, in view of guarantee at the same time a scientific formation of Excellency under values of the insertion of technologies in the social, political and economic from modern Brazilian society. A proposal which we developed comprises the division of nuclear physics in three pillars, applied in an intertwined and with a continuous development. In the first pillar, called Common formation, we have carried out a conceptual revision of quantum mechanics and relativistic quantum mechanics and discussed the results to predict various nuclear phenomena. This aims to let the students work the definitions, concepts, laws and models of nuclear physics as well as the mathematical formalism to describe them. In the second pillar called scientific instrumentation, the students work with the experimental background for various experiments in nuclear and particle physics, and by discussing the available types of detectors and particle accelerators and also low-cost classroom experiments. In this pillar, the aims are to develop skills for event observation which involve nuclear particles and the formulation of hypothesis to explain the phenomena to encourage the investigative role in applied research, to obtain and analyze data and to obtain correct drawing of conclusions from the measurement variables and experimental error analysis which involve complex modelling and to bring about a reflexive character. In the third pillar named applications in subareas, we have arranged a seminar dynamics in the most diverse nuclear physics areas with scientific and technological applications such as medical physics, discussion of Brazilian and worldwide nuclear projects and strategies in phase of development with scientific and strategic interests for this Country which are discussed from published reports and articles in international relations as well as official documents from the Brazilian Government. We also performed a detailed discussion of this proposal regarding the predicted and reached objectives. As a result, we conclude that it is possible to work the curricular component of nuclear physics in 90 hours keeping relevant scientific and technological level of excellence including the current laws and guidelines and mostly, working with updated social, political and economic contexts and the role of Brazil in a strategic and national sovereignty. Our proposal can be applied in other courses like Chemistry and Engineering at a graduate or postgraduate level with some adjustments. It is also an action research in which data has been collected through questionnaires, seminars, talks, memos and report/classroom writings by the students investigated in the research, which was our main source of information to assess the present proposal using the data content analysis presented by Laurence Bardin.