Nossa posição no universo : uma proposta de sequência didática para o ensino de astronomia no ensino médio

• Ano de defesa: 2015
• Autor(a) principal: Silva, Thiago Pereira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Astronomy; Astronomy education; High school; Instructional sequence; Universe; Ensino de astronomia; Ensino médio; Sequência didática; Universo; Astronomia - Estudo e ensino (Ensino médio); Astronomia elementar; Cosmografia; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/4792

The purpose of the research was to develop and evaluate an instructional sequence for Astronomy teaching in high school, applied to a group of 14 studentsfrom a public school of the Espirito Santo state, in order to confirm the sequence methodology and activities provided a meaningful learning about concepts related to the sky, the Universe and our position within it. The students were graduating from highschool and attending a project called "Pre-ENEM". The main theoretical framework used in the preparation of the sequence and evaluation of the results was the Meaningful Learning Theory of David Ausubel and Joseph Novak, complemented with consideration ofresearch results in the area of Astronomy Education. The instructional sequence had as general theme "Our position in the Universe".We sought to develop the sequence based on potentially significant activities and materials, involving practices of sky observation to the naked eye and with the use of telescope, complemented by workshops involving the construction of three-dimensional models of the Southern Cross constellation and the Solar System, discussions in class about the activities developed, using of motivational videos as well as the use of astronomical software Stellariumfor the recognition of the night sky of Cariacica, ES, city where the school in which the sequence was applied is located. The final structure of the sequence was planned after applying a pre-test which was used to check previous knowledge of students on the topics to be addressed. Analyzing the data collected by means of questionnaires (preand post-tests) and semi-structured interviews it was possible to ascertain evidence of a meaningful learning, as in the case of students who, before the instructional sequence, said in the night sky it would only be possible to observe stars and thought the sky as a dome, with little or no depth. After the activities they were able to discern that in the sky, beyond the stars, there are visible planets, even to the naked eye, and that the sky has a depth, that the stars are not side by side, that the sky is our window to the Universe, showing evidence of an integrative reconciliation between the concepts of sky and universe. The analysis also showed difficulties in the teaching-learning process respect to the topic that involved time scales, when it was made a comparison between the time of existence of the Universe and that of the human specieson Earth and of a human life, as that of the students themselves, indicating that some points of the sequence must be reviewed. A description of the objectives, structure, activities and the material used throughout the instructional sequence are shown inAppendix A, resulting in a product that can serve as reference for other teachers who wish to carry out Astronomy education projects in basic education.