{"title":"Educating the Educators: Interdisciplinary Approaches to Enhance Science Teaching","authors":"Denise Levy, Anna Lucia C. H. Villavicencio","volume":153,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":1204,"pagesEnd":1208,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10010735","abstract":"<p>In a rapid-changing world, science teachers face considerable challenges. In addition to the basic curriculum, there must be included several transversal themes, which demand creative and innovative strategies to be arranged and integrated to traditional disciplines. In Brazil, nuclear science is still a controversial theme, and teachers themselves seem to be unaware of the issue, most often perpetuating prejudice, errors and misconceptions. This article presents the authors&rsquo; experience in the development of an interdisciplinary pedagogical proposal to include nuclear science in the basic curriculum, in a transversal and integrating way. The methodology applied was based on the analysis of several normative documents that define the requirements of essential learning, competences and skills of basic education for all schools in Brazil. The didactic materials and resources were developed according to the best practices to improve learning processes privileging constructivist educational techniques, with emphasis on active learning process, collaborative learning and learning through research. The material consists of an illustrated book for students, a book for teachers and a manual with activities that can articulate nuclear science to different disciplines: Portuguese, mathematics, science, art, English, history and geography. The content counts on high scientific rigor and articulate nuclear technology with topics of interest to society in the most diverse spheres, such as food supply, public health, food safety and foreign trade. Moreover, this pedagogical proposal takes advantage of the potential value of digital technologies, implementing QR codes that excite and challenge students of all ages, improving interaction and engagement. The expected results include the education of the educators for nuclear science communication in a transversal and integrating way, demystifying nuclear technology in a contextualized and significant approach. It is expected that the interdisciplinary pedagogical proposal contributes to improving attitudes towards knowledge construction, privileging reconstructive questioning, fostering a culture of systematic curiosity and encouraging critical thinking skills.<\/p>\r\n","references":"[1]\tL. S. Guimar\u00e3es, \"O desafio da aceita\u00e7\u00e3o p\u00fablica da energia nuclear\" Revista Mar\u00edtima Brasileira Volume 135 n. 10\/12 pp.115-116 (2015).\r\n[2]\tMinist\u00e9rio da Educa\u00e7\u00e3o. \u201cBase Nacional Comum Curricular\u201d (2018). http:\/\/basenacionalcomum.mec.gov.br\/images\/BNCC_EI_EF_110518_versaofinal_site.pdf (Accessed July 2019)\r\n[3]\tD. Levy, G.M.A.A. Sordi, A.L.C.H. Villavicencio, \"Construindo pontes entre ci\u00eancia e sociedade: divulga\u00e7\u00e3o cient\u00edfica sobre irradia\u00e7\u00e3o de alimentos\" Brazilian Journal of Radiation Sciences, Volume 6, No 1 (2018). \r\n[4]\tBrasil. LEI No 9.394, de 20 de dezembro de 1996, \u201cLei de Diretrizes e Bases da Educa\u00e7\u00e3o Nacional\u201d (1996). https:\/\/www2.senado.leg.br\/ bdsf\/bitstream\/handle\/id\/70320\/65.pdf (Accessed July 2019)\r\n[5]\tAg\u00eancia Nacional de Vigil\u00e2ncia Sanit\u00e1ria. Resolu\u00e7\u00e3o - RDC n\u00ba 21, de 26 de janeiro de 2001 (2001). http:\/\/portal.anvisa.gov.br\/documents\/ 10181\/2718376\/RDC_21_2001_.pdf\/10d406b6-09c0-4773-b458-b9b599ca7d5d (Accessed July 2019)\r\n[6]\tC. Maitra, \"A review of studies examining the link between food insecurity and malnutrition\". Technical Paper. Food and Agriculture Organization of the United Nations FAO, Rome. 70 pp. (2018).\r\n[7]\tM. M. Lana, \"Perdas e Desperdicio de Hortali\u00e7as no Brasil\" In: Perdas e desperd\u00edcio de alimentos: estrat\u00e9gias para redu\u00e7\u00e3o. Bras\u00edlia, DF: C\u00e2mara dos Deputados, Edi\u00e7\u00f5es C\u00e2mara (2018).\r\n[8]\tWWF Brasil, \u201cFam\u00edlia brasileira desperdi\u00e7a 128 quilos de comida por ano\u201d(2018) https:\/\/www.wwf.org.br\/?67582\/Famlia-brasileira-desperdia-128-quilos-de-comida-por-ano-revela-pesquisa-da-FGV (Accessed July 2019) \r\n[9]\tMinist\u00e9rio da Agricultura, Pecu\u00e1ria e Abastecimento. Ato No. 42, de 19 de junho de 2019 (2019). http:\/\/www.in.gov.br\/web\/dou\/-\/ato-n-42-de-19-de-junho-de-2019-167261071 (Accessed July 2019)\r\n[10]\tBrasil. LEI No 11.947, de 16 de junho de 2009 (2009) http:\/\/www.planalto.gov.br\/ccivil_03\/_ato2007-2010\/2009\/lei\/l11947.htm (Accessed July 2019)","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 153, 2019"}