Resumo Este artigo apresenta e discute o método Delphi e suas aplicações em Educação. Trata-se de um método com grande potencial como ferramenta metodológica, amplamente usado em pesquisas de várias áreas do conhecimento, mas ainda pouco utilizado no Brasil. Parece, então, pertinente ampliar a discussão sobre suas potencialidades, de modo a subsidiar a sua utilização tanto nas pesquisas em Educação como no planejamento e na gestão educacional. Assim, por meio de uma revisão narrativa da literatura da área, pretende-se dar a conhecer suas características e pressupostos, bem como descrever seu processo de implementação e análise. Serão ainda discutidas as principais vantagens e desvantagens do método, descritas as aplicações mais comuns e apontadas as suas potencialidades nas pesquisas em Educação.
Neste artigo apresentamos os resultados de um levantamento das instituições brasileiras de educação não-formal e divulgação de Astronomia. O setor não-formal da educação e da divulgação científica são áreas em expansão em todo o mundo e, também, no Brasil. A Astronomia é uma ciência privilegiada devido à rede de instituições existente, mas são poucas as pesquisas que se debruçam sobre essa temática e as informações sobre as instituições não estão integradas nem atualizadas. Neste contexto, buscamos trazer contribuições para o campo ao realizar um levantamento da localização dos planetários, observatórios, museus e associações dedicadas à Educação em Astronomia no Brasil por meio da compilação e atualização das listagens parciais destes já existentes. Pelo que apuramos o Brasil conta com quase 500 instituições dedicadas a essa temática, no entanto, elas estão distribuídas de maneira pouco uniforme.
Astronomy education research is a growing field but the attention given to informal educational activities, such as telescope observations, museum visits or planetarium sessions, is still relatively scarce. In consequence, the area is poorly studied and understood. Addressing this gap, this present paper examines informal educational practices in an astronomical observatory through detailed analysis of a complete turn at the telescope by a small child, who is observing the Sun with the assistance of a guide. Using Ethnomethodology and Conversation Analysis this study investigates how this activity was produced in terms of structure and methods, the skills the participants have, and how the interaction between the visitor and the guide occurs. The study of these naturally occurring activities is done in-depth by the repeated inspection of video data, in order to identify the characteristics of the interaction, the organization of the talk and its implications as an educational event. The interactional nature of linguistic exchanges is highlighted; and the study of these activities reveals the practical methods used by guides and public. The present study contributes to our understanding of telescope observations as informal education activities; and shows the importance of research methods that are sensitive to naturally occurring events.
Time is a central concept for astronomy, yet how it is communicated in educational contexts has received insufficient attention in the literature. This study explores how time-related concepts are communicated in the planetarium, by analyzing 34 different planetarium sessions held in a diversity of Portuguese institutions. Sessions were video and audio recorded. From 26 hrs of recordings, 163 excerpts related to time were identified. Studying instances of actual events with a naturalistic approach informed by ethnomethodology allowed for the identification of ordinary methods and strategies that are used by guides to teach time-related concepts. This study details these methods and strategies, and how guides take advantage of the characteristics of the planetarium. Our analysis reveals that change over time and periodicity are the most recurrent time-related themes in planetarium sessions. The majority of the excerpts relate to the rotation and revolution of the Earth, but time-related aspects of the revolution of other celestial bodies are also present in the data. We found that guides use strategies grounded both in geocentric and allocentric (view from space) perspectives when communicating about time, and we highlight how an allocentric perspective can be demonstrated without sophisticated, immersive simulations. Moreover, we found that strategies bringing time to the personal level, for instance by using birthdays and the age of members of the public as baseline measures, and other engagement techniques, are widely used. Findings have important implications for research and communication about time in practice.
Non-formal education and the dissemination of science are increasingly gaining importance around the world. Whilst astronomy in Brazil is no exception, its growth has however been slow and dispersed, institutions and activities across the country are uncoordinated, and no source exists that integrates relevant information and knowledge. To address these issues, this study uses a broad Delphi study, which includes a heterogeneous group of experts from all of the main regions of Brazil, to provide a first step toward integrating the field by mapping its current and future states. The topics that emerged during the study include, for example, working conditions, training and access to financing. A diverse set of problems and possible solutions were also identified, and these offer guidance for practice and educational policy. Opportunities for future research are also outlined.
He has taught ethnomethodology and sociology, and currently teaches space and design in academic and public environments. He has published on astronomy education, ethnography and public space.
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