Tópicos De Física Solar No Ensino Médio: Análise De Um Curso Com Atividades Práticas No Observatório Dietrich Schiel

Aroca, Silvia Calbo; Junior, Pedro Donizete Colombo; Silva, Cibelle Celestino

doi:10.37156/relea/2012.14.007

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Em relação à Astronomia na escola, raramente é ensinada e menos ainda com atividades interativas e práticas, como as observações, e, quando é abordada, fica restrita às informações contidas nos livros didáticos. A interação entre espaços não formais e formais pode possibilitar ao aluno ser agente de seu próprio conhecimento (AROUCA et al, 2012). É neste sentido que a realização dos luaus tem sua importância, como possibilidade de articulação entre espaços formais e não formais.…”

Section: Considerações Finaisunclassified

Luau Astronômico: a formação inicial de professores como divulgadores científicos em ambientes não formais

Damasio

Maciel

Cidade

et al. 2014

Cad. bras. Ens. Fís.

View full text Add to dashboard Cite

o curso de Licenciatura em Ciências da Natureza com habilitação em Física no campus Araranguá desde 2009. Este curso tem desenvolvido e promovido diversas ações de divulgação científica como meio de capacitar os professores em formação inicial para atuarem em ambientes não formais. Para articular estas ações foi fundado o Clube de Astronomia de Araranguá (CA²) em 2012 por professores e alunos do curso de licenciatura do IFSC. A experiência de ensino aprendizagem relatada neste trabalho é uma das ações decorrentes do CA² e foi intitulada "Luau Astronômico", ela foi desenvolvida durante o ano de 2013. Além da formação inicial de professores, estes eventos também tiveram o objetivo + Astronomical Luau: the initial training of teachers as Science communicators in nonformal environments * Recebido: janeiro de 2014. Aceito: abril de 2014. Damasio, F. et al. 712 de proporcionar um ambiente em que as duas condições que Ausubel preconiza para ocorrer a Aprendizagem Significativa ocorressem: predisposição em aprender e um material potencialmente significativo. Palavras-chave: Espaços não formais. Divulgação científica. Astronomia. Formação de professores.

show abstract

Section: Considerações Finaisunclassified

Luau Astronômico: a formação inicial de professores como divulgadores científicos em ambientes não formais

Damasio

Maciel

Cidade

et al. 2014

Cad. bras. Ens. Fís.

View full text Add to dashboard Cite

show abstract

“…), regardless of sociopolitical conditions, and it influenced -and still influences -several areas of knowledge (physics, biology, literature, etc.). However, as stated by Aroca et al (2012), when subjects related to astronomy were discussed, they rarely go beyond what was contained in textbooks; that is, it is not common to use interactive and practical activities (experiments and/or observations) to approach this topic.…”

mentioning

confidence: 99%

The Relationship between Formal Education and Non‑Formal Education: A Descriptive and Analytical Review of the Publications about Astronomy Education in Journals and Events Related to Science Teaching in the Brazilian Context

Menezes

Ovigli

Junior

2018

SEI

View full text Add to dashboard Cite

The present research aims to analyze the publications related to astronomy education that discusses the interface between formal education (FE) and non-FE (NFE) at scientific events and a journal in the Brazilian context. These events were the National Symposium on Astronomy Education, the National Meeting on Research in Science Education (ENPEC), and the National Symposium on Physics Teaching. We also analyzed the journal “Latin American Journal of Astronomy Education” (RELEA). The objective was to understand how the approach between FE and NFE in the teaching of astronomy is constructed. The delimitation of the analyses covering the period 2001–2014 coincided with the constitution of Area 46 by the Coordination of Improvement of Higher Education Personnel (CAPES), which regulates postgraduate programs in Brazil. In a theoretical-methodological aspect, the ideas of content analysis proposed by Bardin (2011) were adopted. Among the results, we observed that few studies dealt with the relationship between FE and NFE; however, almost half of them occurred in institutions commonly classified as FE (i.e., schools), and the actions were mediated by teachers. Among the main activities, we highlight the observations the sky, guided tours, and play activities, with more than 60% of the activities going through three moments proposed by Allard et al. (1994): Before, during, and after the accomplishment of the activity in a non-formal space. The results found in this research can foster reflections about teacher training courses since more and more NFE spaces are present in teaching-learning processes, but little has been done to associate FE and NFE in teaching practice. We discuss what difficulties are faced by teachers to approach FE and NFE.

show abstract

mentioning

confidence: 99%

Enhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach

Das¹,

Faikhamta

Punsuvon

2018

SEI

View full text Add to dashboard Cite

This study investigated the development of Bhutanese students’ views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled “matter and its composition” and “study of gas laws” over a time span of 6 weeks in a 9th Grade class. This study employed mixed method approaches which included the use of a questionnaire, semi-structured interviews, classroom observations, and a review of students’ journals, and assignments. Data were analyzed for established patterns and themes. Students’ views of the NOS in pre-instruction and post-instruction were categorized as naïve, transitional, or informed. The results indicated that at the end of the intervention, students’ views of the NOS had improved. It was seen that NOS-specific pedagogical knowledge and subject knowledge played an important role in the teacher’s ability to enhance students’ views of the NOS.

show abstract

Tópicos De Física Solar No Ensino Médio: Análise De Um Curso Com Atividades Práticas No Observatório Dietrich Schiel

Cited by 3 publications

References 7 publications

Luau Astronômico: a formação inicial de professores como divulgadores científicos em ambientes não formais

Luau Astronômico: a formação inicial de professores como divulgadores científicos em ambientes não formais

The Relationship between Formal Education and Non‑Formal Education: A Descriptive and Analytical Review of the Publications about Astronomy Education in Journals and Events Related to Science Teaching in the Brazilian Context

Enhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach

Contact Info

Product

Resources

About