The brightness of the X-rays within the scope of the STS approach in Chemistry teaching

• Autor(a) principal: Carvalho, Cíntia Soares
• Data de Publicação: 2016
• Outros Autores: Santos, Jaciara Gomes dos, Silva, Pamela Carvalho, Salviano, Fernando Gonçalves, Maynarte, Marlon Cavalcante, Arico, Eliana Maria, Cintra, Elaine Pavini
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.14260

In Brazil, hospital solid waste is adequately disposed of. However, x-rays resulting from imaging examination diagnoses are given to the patient and it is the patient’s decision whether to keep or discard them. This problematic situation motivated the development of this study, since patients, due to lack of information, often do not dispose of this solid waste adequately. This study presents didactic experiences that used x-rays as its main object, in order to reach the National Solid Waste Policy demands. These teaching experiences hoped to: enhance students’ recognition of X-Rays as waste; lead them to reflect on adequate means of disposal of their base elements and these elements’ reintegration into the production cycle, through reverse logistics. The activities allowed students to reflect on their position regarding the disposal of solid waste and the decision-making process towards minimizing environmental impact. The Chemistry curricular content was adapted to focus the recycling process of x-rays. Concepts were studied related to the periodic table, element properties and evidence of chemical reactions. The results were assessed through the qualitative analysis of texts written by the students. In these, the students proposed actions for the selectivecollection of solid waste within their communities. The focus on multidisciplinary concepts led to the discussion of the x-rays disposal problem within environmental, technological and social realms. The STS approach improved interest in the curricular content by contextualizing the problematics in the students’ surroundings.