Utilização de recursos audiovisuais em uma estratégia flexquest sobre radioatividade

Abstract

This paper presents a study conducted in a private school network of the city of Recife, with students from 1st Year High School. One focus of this research is the study of embedded videos on television strategy FlexQuest 'Radioatividade'. For the initial research was conducted a search for videos on television programs willing to submit information based on scientific knowledge. Before the data were carried out categories to better use them while building the strategy. The FlexQuest incorporates within the WebQuest, Theory Cognitive Flexibility (TCF). The TFC is a teaching theory, learning and knowledge representation, aiming at propose strategies for acquiring advanced levels of knowledge. From a qualitative approach, using questionnaires, interviews and observations were made interventions through the implementation of the strategy FlexQuest 'Radioatividade' having with axle, the analysis of crossings landscape that students have achieved in course of performing the requested tasks. The survey results revealed that FlexQuest 'Radioatividade' and also includes audiovisual resources, these features enable learning from that embedded in well-structured strategies within a constructivist approach to teaching and learning, with an effective strategy for stimulating introductory level or for understanding applications of radioactivity. From the research reveals that the activities might arouse students' curiosity, research, cooperative work, autonomy, even outside the school. Therefore, the FlexQuest is a good strategy for acquiring knowledge in advanced levels, students develop skills in applying knowledge learned in different situations. This strategy was also as a tool based on real situations that are often distorted by the television media, enabling students to develop the critical eye on what one is transmitted. Faced with the above, this paper proposes a teaching strategy supported by TCF, which uses video as a teaching resource, which can contribute to the process of teaching and learning of radioactivity. For this proposition allowed students ownership / relationship of scientific knowledge with what is taught in other activities in the classroom, making it more critical of what is televised, not requiring condemnation of a possible means of communication by the school.