O Ciclo de Experiência de Kelly e a teoria da aprendizagem significativa : uma reconciliação integradora para o ensino de astronomia com o uso de ferramentas computacionais

• Ano de defesa: 2010
• Autor(a) principal: ANDRADE, Mariel José Pimentel de
• Orientador(a): ARAÚJO, Alberto Einstein Pereira de
• Banca de defesa: FIREMAN, Elton Casado, TENORIO, Alexandro Cardoso, BASTOS, Heloisa Flora Brasil Nóbrega
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Didática; Ensino de astronomia; Aprendizagem significativa
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7482

The main goal of this work is to investigate the incorporation of strategies of teaching derived of the Theory of the Meaningful Learning (TAS) in the stages of the Cycle of the Experience of Kelly (CEK) and its use as didactic sequence for the teaching of Astronomy. Our first hypothesis was the possibility of to join such strategies to each one of the stages of the CEK. So, we intend to reinforce the CEK efficiency. This work shows that there are not theoretical incompatibilities of TAS elements used in the CEK stages. So, it is possible to find a TAS tool adapted to each CEK stage, that can to assist the objectives of this stage. We also investigated the use of educational softwares as Potentially Significant material in the astronomy learning. We noticed that the use of celestial phenomena simulation softwares favored the didactic sequence. As second hypothesis, we affirmed that a didactic sequence proposal with the merge of the TAS strategies and CEK stages would bring significant won in the learning on the astronomy concepts. We accomplished an empiric study with Pedagogy undergraduate students of the Unidade Acadêmica de Garanhuns da UFRPE to verify this hypothesis. The Analysis of the data showed a significant increase in the successes after the students' participation in the didactic sequence proposal. In spite of the inherent limitations of this study, we believed that the didactic sequence joining the use of CEK with TAS brings an important contribution as methodology for the teaching not only of astronomy as well as of other areas of the knowledge.