Uma proposta de sequência didática no ensino de astronomia para alunos do 6º ano do ensino fundamental II

• Ano de defesa: 2019
• Autor(a) principal: De Lima, Carlos Alberto
• Orientador(a): Cruz, Tersio Guilherme de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Mestrado Nacional Profissional em Ensino de Física - PROFIS-So
• Palavras-chave em Português: Ensino de Física; Sequência Didática; Experimentos de baixo custo.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/11486

This research work had as a starting point to elaborate a set of didactic sequences directed to the teaching of astronomy for students of the 6th year of elementary school II obeying three stages: Student knowledge, ideas of the experimental context and knowledge of science. A total of 14 sequences were elaborated in which we explored children's inherent interest in questioning the "whys" of things, using situations of conflict and problematization with experimentation from easily accessible materials using multiple strategies. As it is a question of a scientific literacy in the teaching of astronomy, the present proposal does not bring a mathematical rigor of the concepts formally studied, but rather a situation of conflict generated by problematizing questions to know the previous thought of the students, followed by phenomenological discussions, video presentation , exhibition of digital simulators, construction of models and experimentation with a view to the re-construction of the studied astronomical phenomenon. Throughout the class the students were submitted to several questions of the most varied difficulties, many present in national vestibular, others created by the author, either in regimental tests or in extracurricular activities. We obtained very positive results from the students involved with a strong feeling that it is good to teach and learn physics significantly since the initial grades of elementary school II.