The use of a neuroscience-based methodology to demystify and teach about the benefits of the nuclear field

• Autor(a) principal: BARABAS, ROBERTA de C.
• Data de Publicação: 2018
• Outros Autores: SABUNDJIAN, GAIANE, SIMPOSIO INTERNACIONAL SOBRE EDUCACION, CAPACITACION, EXTENSION Y GESTION DEL CONOCIMIENTO EN TECNOLOGIA NUCLEAR, 2.
• Tipo de documento: Artigo de conferência
• Título da fonte: Repositório Institucional do IPEN
• Texto Completo: http://repositorio.ipen.br/handle/123456789/29228

Science, technology and innovation play an essential role in helping countries increase the quality of life they offer their citizens. Since the discovery of nuclear fission in the 30s, the peaceful applications of nuclear technology have benefited several fields. Improved crops, preservation of food, health advance ??? specially for the diagnosis and treatment of cancer ???, environment protection and a stable supply of energy can be cited as contributions of nuclear technology for global wellbeing. Despite its benefits the nuclear energy is still addressed with prejudice. Accidents in nuclear field have contributed for its negative image. Prejudice against nuclear energy lead to misconceptions on the theme, which interfere with authorities??? decision on the development of new nuclear technology. Education is the starting point for public acceptance of nuclear technology. Educational neuroscience is an emerging scientific field that explores the interactions between biological processes and education and helps identify and change implicit associations. This paper aims to demonstrate how the previous knowledge may interfere with the implicit associations towards a source of energy. The first steps of a neuroscience-based methodology in progress are presented in this paper: a) a pretest with specialists of the nuclear field; b) a subsequent test with lay subjects; and c) comparison of the results from the pretest and test. A future step consists of applying neuroscience principles to Brazilian science teachers to identify and modify implicit attitudes towards nuclear technology to promote an assertive teaching-learning process The global educational scenario has demonstrated absence of neuroscience-based methods for the nuclear technology teaching and that represents an opportunity for developing strategic teaching methods that will help demystifying the theme consequently improving public acceptance of this type of technology. Once the real scenario is demystified, the population will have a broad vision of all contributions of the nuclear field.