Elaboração e avaliação de uma história em quadrinhos para o ensino de radioatividade: garotas do rádio e a pintura radioativa

Abstract

The challenge of awakening students' interest in Chemistry in high school is a constant concern for educators, given the perception that many consider the content to be unengaging and distant from reality. In this context, active methodologies, such as the use of Comics, have been explored as a promising alternative to make classes more dynamic and attractive. Comics offer the possibility of introducing scientific concepts in a playful and contextualized way, stimulating students' interest and facilitating the learning process. In view of the above, the objective of this work is to develop and evaluate the effectiveness of the comic “Radio Girls and Radioactive Painting” as a complementary teaching resource for teaching radioactivity in high school. In addition to evaluating teachers' receptivity, we seek to analyze its impact on students' understanding and learning of concepts. The methodology used consisted of carrying out analyzes of the comic book development process, including survey, creation and documentation, with the aim of understanding its pedagogical effectiveness. In addition, assessments of teachers' receptivity to the HQ and their contribution to the understanding of radioactivity concepts were conducted based on questionnaires. Participant analyzes reveal that the comic offers a contextualized, comprehensive, clear and objective approach to the topic of radioactivity. Furthermore, most of those involved recognized the effectiveness of the HQ as a tool for interaction and engagement with students. The responses collected demonstrate a particular emphasis on the quality of the content approach in the comic, which suggests that it can be a valuable addition to the teaching and learning process, providing an enriching and engaging educational experience for students.