Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

Cosmoeducação: uma abordagem transdisciplinar no ensino de astronomia

This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values

Um hipermídia sobre fases da lua para o ensino de astronomia a distância

The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena

Propostas e discussões para o ensino de astronomia nos 1º e 2º ciclos do nível fundamental e na educação de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Formação Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranhão at the district of Felipe Maranhão II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Parâmetros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

Ensino da astronomia no Brasil: educação formal, informal, não formal e divulgação científica

Este artigo deriva de uma pesquisa mais ampla sobre a educação em astronomia e a formação de professores, e apresenta um panorama geral sobre o tema em âmbito nacional. Procuramos gerar uma classificação das instituições e outras iniciativas brasileiras dedicadas à astronomia, levando em conta os seus objetivos, tais como o ensino formal, informal, não-formal, bem como aqueles destinados à popularização dessa ciência. Comenta-se, em forma de um breve ensaio, a importância da atuação contextualizada destas instâncias no ensino da astronomia, levantando um desafio ainda a ser considerado, referente ao estudo das possíveis relações entre estes estabelecimentos e iniciativas, visando o avanço da educação em astronomia, em um movimento contrário à dispersão e pulverização de atividades locais e pontuais dos mesmos. Argumentamos que a pesquisa em ensino de astronomia tem potencial para exercer este papel integrador.

A montagem e a utilização de lunetas de baixo custo como experiência motivadora ao ensino de astronomia

This work reports on an experience of continual development courses for in-service teachers from some high schools of Bauru's (SP) region, for whom a specific workshop on assembling of refractor telescopes has been carried out in order to supplement their knowledge in astronomy. In the current article, the importance of the practice (or "knowing") in the context of their academic formation is discussed as well as some steps on the assembling of low cost refractor telescopes are described. The main results obtained from the participation of these teachers in the proposed activities are also presented.

Um estudo exploratório sobre o ensino de astronomia na formação continuada de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os caminhos da formação de professores e da pesquisa em ensino de astronomia

Pós-graduação em Educação para a Ciência - FC

Enfoque CTSA no ensino de astronomia: uma investigação de possibilidades por meio da astronáutica

Pós-graduação em Educação para a Ciência - FC

Inserção do ensino de astronomia como componente importante para a formação continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in São Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

Justificativas para o ensino de Astronomia: o que dizem os pesquisadores brasileiros?

We present here a qualitative analysis of a sample of papers published in Brazilian science education journals, which expresses researchers discourses related to Astronomy Education. Within this analytical universe, we sought for discursive excerpts about their justifications for the teaching of this subject, which made the basis for the production of a collective discourse, which identity is socially represented by the researchers authors set. Setting up articulations with discourse analysis, the procedures of the collective subject discourse show to be an important methodological tool to answer to the central question of this study: what do the Brazilian researchers assert as justifications for teaching Astronomy? In other words: why teach Astronomy? Outcomes point to the retaking of reflections about the importance of matters like as Astronomy in formal education, catalyzing teachers work innovative articulations.

Caixa experimentoteca: uma proposta para o ensino de astronomia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

e-Astro: O e-learning aplicado ao ensino da astronomia: Planetas telúricos

A investigação em didáctica das ciências tem mostrado que a generalidade dos alunos manifesta cada vez menos interesse para aprender ciências. No entanto, o incremento da importância de temas científicos no nosso dia-a-dia, exige dos indivíduos um conhecimento científico cada vez mais aprofundado. O estudo da Astronomia permite abordar e interligar os conteúdos de tisica mais facilmente, tomando possível a aproximação do conhecimento científico ao conhecimento do quotidiano, mostrando a estreita ligação entre a Física, a Sociedade e a Tecnologia. O processo de ensino-aprendizagem encontra-se em mudança devido à integração das T.I.C. Através da internet e tirando partido da multimédia é possível desenvolver uma formação científica adequada que contribua para o despertar da curiosidade e do interesse dos alunos pela Ciência. Tendo em conta os pressupostos anteriores pretende-se, com este estudo, desenvolver uma plataforma de e-learning e recursos multimédia que satisfaçam estes requisitos. ABSTRACT; The investigation in didactics of sciences has been showing that the generality of students show less and less interest to learn sciences. However, the increment of the importance of scientific themes in our day-to-day life, demands from the individuals an increasingly deeper scientific knowledge. The study of Astronomy allows to approach and to interconnect physics subjects more easily, making possible the approach of scientific knowledge to the knowledge of everyday life, showing the narrow connection among Physics, Society and Technology. The teaching-learning process is in change duet the integration of the I.C.T. Through the internet and taking advantage of multimedia it is possible to develop an appropriate scientific formation that contributes to the awakening of curiosity and of the student's interest for Science. Having in mind the previous presuppositions is intended, with this study, to develop an e-learning platform and multimedia resources that satisfy these requirements.

O uso da astronomia como instrumento para a introdução ao estudo das radiações eletromagnéticas no ensino médio

Este trabalho relata a utilização de tópicos ligados à Astronomia, como motivação educacional, a fim de inserir o estudo das radiações eletromagnéticas com abordagem na Física Moderna e Contemporânea. Em geral, a bibliografia atual disponível trata deste assunto (sob o título “ondas eletromagnéticas”) no capítulo relacionado a “ondas”, dentro da Física Clássica, não abordando assim, conceitos da Física Moderna: dualidade onda partícula, quantização da energia, efeito fotoelétrico, Lei de Planck, etc. O tema foi abordado utilizando atividades práticas: observação do Sol, observação do céu com telescópio, simulação computacional através de applets disponíveis na Internet, atividades de laboratório, sempre partindo de aspectos relacionados à Astronomia. A proposta foi aplicada em uma turma de terceira série de Ensino Médio, do Instituto Estadual de Educação de Sapiranga, cidade do Vale do Rio dos Sinos. Este trabalho foi embasado pela Teoria de Aprendizagem Significativa de Ausubel e de Novak, e pela Teoria de mediação de Vygotsky. A partir dos dados colhidos através de testes comparativos, entrevistas e depoimentos dos alunos, foi possível detectar que eles estiveram motivados para a aprendizagem, sendo que alguns inclusive passaram a interessar-se mais pela disciplina de Física. Ao finalizar a aplicação desta proposta de trabalho, foi criado um CD com textos, simulações e sugestões para aplicações em sala de aula.

Saberes de astronomia no 1º e 2º ano do ensino fundamental numa perspectiva de letramento e inclusão

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Parâmetros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents