This work is consisted of: (i) analysis of the content of radia tion in chemistry and physics textbooks; (ii) analysis of the students' pre vious knowledge of radiation; (iii) development and implementation of a didactic material to support the teaching and the learning of radiation; and (iv) analysis of the knowledge acquired by the students after the study of the contents. The analysis of chemistry textbooks showed that the only content is nuclear radiation, while physics textbooks presented only electromagnetic waves contents. It demonstrates that the contents are not efficiently taught. The previous knowledge was observed through ques tionnaires that identified main difficulties of the students. In this context, a didactic material was developed for teaching and learning radiation to minimize the wrong idea that radiation is harmful (as identified in the 82% of students answers). By teaching radiation, using this material, and analyzing the results of this work, it was possible to check that the stu dents are interested in the subject and recognize and differentiate several types and sources of radiation present in everyday life.
Radiation; teaching and learning; contextualization; teaching material