## 3 Results and Discussion  
The RadioLab's main activity was to educate students about data management. This aspect is the experimental approach that brings the student closer to the activity of a researcher, as well as guaranteeing the validity of the data. A key challenge of RadioLab was understanding the complex range of features associated with the improvement of student outcomes through enhanced teaching performance and improved teaching practices. The focus was on important interrelated practices involving scientific knowledge in the field of nuclear phenomena, the way of doing science, and the relationship between science and society [15]. The students learned to understand features of radiation and radioactivity, discuss how radiation interacts with human tissues, monitor the environmental radiation from radon gas and describe the risks associated, evaluate scientific evidence and explanations, and manage and analyze data to understand scientific phenomena. The first experimental activity was to install the detectors in all the schools that adhered to the proposal for measuring and monitoring indoor radon. Table 1 shows the number and representativeness of the schools in relation to the territory. For better data management, the students created a database in which to report the results. Table 2 shows the 67 schools (distinguished by provinces) and the annual average values of radon activity concentration. The average value is computed on all the detectors placed in each school. The variations of the mean values in the same province may be due to the different locations of the buildings and the building materials used (which notoriously contribute to the concentration of indoor radon). Another type of data processing was related to the different intended use of the rooms. Table 3 shows the number of rooms belonging to each typology that was selected for the monitoring, i.e., classroom, headmaster room/secretary/library, and educational laboratory/gym. In the same table, the radon activity concentration measured in the school rooms, divided according to the 3 typologies, \begin{table}
\begin{tabular}{c c c c c} \hline
**Province** & \begin{tabular}{c} **Number of** \\ **Schools Monitored** \\ \end{tabular} & \begin{tabular}{c} **Percentage of** \\ **Schools Monitored** \\ \end{tabular} & \
\begin{tabular}{c} **Total Number of Schools of Each** \\ **Province** \\ \end{tabular} &
\begin{tabular}{c} **Percentage of Schools Monitored** \\ **on the Total Number of Each** \\ **Province** \\ \end{tabular} \\ \hline Avellino & 5 & 8\% & 694 & 0.7\% \\ \hline Benevento & 7 & 10\% & 503 & 1.4\% \\ \hline Caserta & 8 & 12\% & 1222 & 0.7\% \\ \hline Napoli & 41 & 61\% & 3349 & 1.2\% \\ \hline Salerno & 6 & 9\% & 1599 & 0.4\% \\ \hline \end{tabular}
\end{table} 
Table 1: Registry of the number of schools involved, distributed among the five provinces of Campania (absolute number and percentage) compared to the total number in the area. \begin{table}
\begin{tabular}{c c c c c c} \hline
**ID School** & **Radon (Bq/m3)** & **ID School** & **Radon (Bq/m3)** & **ID School** & **Radon (Bq/m3)** \\ \hline AV01 & 129 \(\pm\)  
with the correlated statistics is also reported. The activity concentration range is displayed, i.e., the minimum and the maximum value, the median, and the average value of all the detectors placed. The results show that the average concentration, as well as the maximum value, of radon in the laboratory/gym and in the headmaster room/secretary/library are higher than that in the classroom typology. This can most likely be attributed to the different rate of air exchange with the external environment in different rooms, depending on their intended uses. In fact, the ventilation in the classrooms is usually greater than that in the other two typologies, which are mostly closed environments (or poorly ventilated). On the other hand, based on the intended use, the type of people exposed also changes.