Uma proposta para o ensino de astronomia com estudantes do 6º ano do ensino fundamental por meio da programação visual no Scratch

Abstract

We live in an ever-changing world, where it is crucial that citizens are continually improving their knowledge of available technologies. In this context, Science education in Elementary School II must be more dynamic, making use of Digital Technologies to allow new ways of thinking and acting, developing creativity, critical thinking and problem solving. This work aimed to analyze how the learning of Astronomy concepts in the 6th year can occur using the visual programming software Scratch. To achieve this, we employ the assumptions of Constructionism and Creative Learning, which emphasize the importance of exploration and experimentalism in creating tangible artifacts. This also allows the development of skills related to Computational Thinking, exercising programming logic and problem solving. To achieve this objective, this study adopted a qualitative approach that incorporates researcher insight gained through interaction with participants. The research involved 15 6th year students from a State Education Network school, who were encouraged to develop programs through three challenges proposed in the Educational Product. These challenges included creating an animation involving the phenomenon of gravity and a simulation with movements of celestial bodies, in addition to executing their own projects with programming and potential for more complex problems. We use various methodological tools, including initial and final assessments, logbook notes, photographs and analysis of completed projects, to provide information for analysis. The results highlighted the effectiveness of Constructionism and the Creative Learning approach in the educational process. Through the challenges, students gradually assumed active roles as instructors and architects of their experiences, promoting collaboration and experimentation among them and resulting in improvements in concepts, however superficial, in relation to Astronomy. Deficits were also identified in the planning of these projects. To resolve these issues, we suggest activities that address Computational Thinking and the diversification of Astronomy content for a deeper understanding. This will provide greater confidence for students to incorporate astronomical concepts into their programming, further enhancing the successful integration of Scratch with Astronomy through these approaches.