O potencial da observação no ensino de astronomia: o estudo do conceito de energia.

Abstract

In view of the strong relationship between Astronomy and Physics the proposed research aims to focus on a teaching activity that starts from the sky observation with an understanding motivation that lies beyond admiration and bewilderment and that may lead to the elaboration of school Physics concepts. The research deals with the investigation of a way of developping the concept of energy, starting from astronomical observations where students take active part in their learning process. A didactic sequence was elaborated and applied to secondary school students at a São Paulo public school. The objective was to motivate students to observe a celestial phenomenom, namely lunar craters, in order to build up the concept of mechanical energy in a process with the following steps: observation, obtention of related and adequate data, possible hypothesis and verification with a school laboratory controlled experiment. All activities were recorded in audio or video and with the aid of transcriptions a textual discursive analysis was effected. This analysis enabled a qualification of observations under several points of view as well as disclosing conceptions that were expressed in an atempt to model, in the school laboratory, a possible cause for the observed craters. The role played by the teacher during the whole process was essential as a moderator; his attention to follow the students argumentation and drive activities seems to have secured learning results. Vigotski theory was considered for interpreting results respect to construction of concepts. As results were obtained classes of observations made by the students, leaving a Primary Observation, evolving into a Qualified Observation. And what are the relationships that are established to investigate a problem that the mechanical energy concept create meaning to the student, relations between quantities and the concept, to the third degree of relationship, between concept and phenomenon.

Pesquisa em ensino de astronomia para o ensino médio

“…Foram agrupadas nesta categoria oito trabalhos, que indicaram explicitamente que fariam uso de sequências ou unidades didáticas (COSTA, 2015;MORETTI, 2012;RODRIGUES, 2015;JESUS, 2015;SANTIAGO, 2015;ABREU, 2015;. Esta metodologia é o cerne do estudo e está diretamente relacionada com o planejamento de aulas, em consonância com um problema e um referencial teórico, ao mesmo tempo em que se articula com os instrumentos de constituição de dados e o objetivo da pesquisa.…”