Decaimentos radioativos: desenvolvimento de uma sequência didática para o ensino de ciências na educação básica guiada pelo conceito de zona de desenvolvimento proximal

Abstract

This dissertation focuses on investigating the effectiveness of a didactic sequence aimed at teaching radioactive decay, based on Vygotsky’s principles of the Zone of Proximal Development (ZPD). The proposal seeks to contribute to the understanding of radioactive processes among elementary school students, emphasizing how learning can be enhanced when supported by appropriate pedagogical guidance, whether through the instructor or through collaborative peer interactions. The ZPD is used as a theoretical lens to guide the didactic sequence, establishing activities that take into account the students’ current level of understanding and challenge them to progress toward more advanced levels. The didactic sequence was carefully planned to include practical and interactive activities that promote individual reflection and collective knowledge construction. Within the proposed content, students explore concepts such as alpha, beta, and gamma decay, in addition to the concept of half-life. This process also includes visual resources and simulations, as well as objective questionnaires administered at different stages of the sequence (initial, intermediate, and final), which help monitor student progress and adapt pedagogical methods as needed. The study follows a mixed-methods approach, combining qualitative and quantitative analyses to obtain a comprehensive view of the results. The quantitative analysis involves calculating means, percentages, and standard deviations from the questionnaire responses, allowing for an accurate assessment of student progress. On the other hand, the qualitative analysis explores students’ perceptions of their own learning, providing a deeper understanding of how the concepts were assimilated throughout the process. The results showed a significant increase in the number of correct answers between the initial and final questionnaires, demonstrating the effectiveness of the applied didactic sequence. Furthermore, this progress indicates that acting within the Zone of Proximal Development (ZPD) was essential for overcoming initial difficulties, contributing to more lasting and meaningful learning of complex content in science education.