Interação radiação-matéria: uma sequência didática sobre o Sirius.

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Laís Estevão Moraes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Sequência Didática; Física Moderna e Contemporânea; Interação Radiação Matéria; Teoria Antropológica do Didático.; CNPQ::CIENCIAS EXATAS E DA TERRA; Ciência - Estudo e Ensino; Matemática - Estudo e ensino; Física (Ensino médio); Aceleradores de partículas; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43982; http://doi.org/10.14393/ufu.di.2024.5092

Considering various technological advances and devices development that have revolutionized the way of making science in recent years, Modern and Contemporary Physics (MCP) has been gained more and more space. However, it is still rarely covered in school curricula and High School Physics classes. According to studies, including MPC into Physics instruction improves effectiveness and contextualization, facilitates understanding, and lends meaning to observed events. Despite being featured in the school curriculum, many teachers choose the Classical Physics approach due to limitations on time and a lack of teaching materials that enable the introduction of MCP in the classroom. Given the absence of resources and tools on MCP themes focusing this level, we attempted to come up a Didactic Sequence (DS) centered on particle accelerators study. Concepts about matter structure contradict everyday conceptions and cannot be directly observed. We assumed Bachelard's epistemological principle, which rejects the notion that scientific evolution occurs continually, the author points to that it is required to correct errors and reorganize knowledge that contradicts previous beliefs. The DS relies on Yves Chevallard's Anthropological Theory of Didactics (ATD) and design-based research concepts. Providing the DS in the form of a course for high school students, and the analysis of the findings using ATD elements as analisys units allowed us the creation of activities, ending in a product: the e-book entitled “Sirius: the light of Brazilian science”.