Aprendizagem significativa crítica de tópicos de física nuclear por meio de aula de campo

Abstract

We investigated the use of field classes at a radiotherapy sector as a favorable strategy to promote meaningful learning as a critical activity in the comprehension of nuclear physics concepts, through a qualitative research with case study agreement using Meaningful Learning Theory, from David Ausubel (1968), and Subversive (Critical) Meaningful Learning Theory, from Marco Antonio Moreira (2005), as theoretical background. For practicing of the proposal, at scholar context, was initiated the construction of the teaching tool named "Guide to field classes about Nuclear Physics concepts", which is the main product of this work and was improved during didactic actions. This research also tried to contemplate the theme Matter and Radiation (BRASIL, 2002). The subjects of this research was thirty students from the last year of a state public high school at Cuiabá-MT. Was observed within the gathering-data tools - answers to the investigative questionnaire, research teacher notes, activities participation and testimonials extracted from the last meeting - indications that the field classes has raised the student's motivation towards the proposed theme. Probably resulting in a predisposition to learn, promoting the Meaningful Learning (MOREIRA, 2005; NOVAK, 1981). With the results, we believe that the main objective of this research was achieved once we observed evidence suggesting meaningful uptake about nuclear physics concepts; with the class fields playing an important role in this results, ensuring the contextualization of the proposal in real situations and strengthening it by implications in the social context.