## 3 Results and Discussion
In fact, classrooms and educational laboratories/gym are attended by students and teachers (therefore, it is also possible to adopt two different radiation protection approaches); while the headmaster room secretary/library are frequented above all by workers, student exposure can be considered negligible. The involvement of multidisciplinary skills required by the RadioLab was achieved with the graphical representation of the results obtained. This approach, which stimulates the development of transversal skills, fully adopts the most up-to-date European teaching guidelines. Note n. 7 of the European recommendation [20] fully describes the purpose of the RadioLab project itself: \"In the knowledge economy, memorization of facts and procedures is key, but not enough for progress and success. Skills, such as problem solving, critical thinking, ability to cooperate, creativity, computational thinking, self-regulation are more essential than ever before in our quickly changing society. They are the tools to make what has been learned work in real time, in order to generate new ideas, new theories, new products, and new knowledge\". Moreover, group work is an opportunity to socialize, respect interaction balances, learn, and include as each student processes information on the basis of their own resources and abilities. In the context of this research work, the results were graphically represented by a geographical elaboration. The data management and the realization of the radon concentration distribution map were performed using the 3D Map tool of Excel. Although the main purpose of the activity was the teaching and learning aspect, the data obtained were scientifically reliable. It is interesting to consider geological features, the information of the radon potential map processed with QGIS(r) software ([[https://www.qgis.org/en/site/](https://www.qgis.org/en/site/)]([https://www.qgis.org/en/site/](https://www.qgis.org/en/site/)), accessed on 6 April 2023), and the results in schools that were georeferenced (Figure 1). The results that were obtained from the measurements in the schools confirm a significant correlation between radon activity concentration values (Figure 1a) and the geological nature of the area (Figure 1b). Primary geological materials such as rocks and minerals that have a high \({}^{238}\)U concentration are the main sources from which radon is generated. Other geological factors contribute to increase its emission from the soil, including volcanic gaseous manifestations, secondary deposits of leaching products, the porosity of the rock, and the presence of faults. The presence of radon in the environment is due not only to geological factors, but also to meteorological factors (atmospheric P, T, humidity, season of the year, etc. ). \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **Classroom** & **Headmaster Room Secretary/Library** & **Educational Laboratory Gym** \\ \hline N\({}^{\circ}\) rooms & 636 & 143 & 173 \\ \hline Min-Max (Bq/m\({}^{3}\)) & 10–1168 & 10–1418 & 11–1889 \\ \hline Average (Bq/m\({}^{3}\)) & 166 & 181 & 190 \\ \hline Median (Bq/m\({}^{3}\)) & 113 & 76 & 84 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Statistics on the results of radon activity concentrations in schools throughout the Campania region, grouped by the different typologies of rooms selected by different intended uses. However, the concentration of outdoor radon is always very low due to the phenomenon of dilution of the gas in the air. On the other hand, radon can enter buildings (indoor radon) through physical processes such as pressure differences (outdoor-indoor) which create a suction effect, promoting its accumulation inside the building. The main entry routes are certainly the fractures between the floor and the walls of the ground floor, the contribution of the building materials used above are all of natural origin and, therefore, are also extracted from the ground, is not negligible.