Uma proposta de sequência didática na abordagem de conceitos básicos no ensino de astronomia

Abstract

This dissertation aims to present an educational product, starting from the students' previous knowledge about Astronomy and the Solar System, with activities that can articulate the concepts with their significant learning. The diagnostic action of the student's prior knowledge, prior to the process of teaching concepts, is based on the theory of Meaningful Learning, proposed by David Ausubel. This previous investigation was composed of 20 questions, as a starting point, in which the answers were analyzed, thus allowing to understand the degree of knowledge brought by students from their daily lives and learning from previous grades. Thus, it is concluded that most of the investigated students had difficulties in exposing the concepts related to the theme Astronomy and Solar System. However, some answers presented, contributed to the (re) significance of the concepts addressed in the proposal of the didactic sequence of this dissertation. The results obtained in the pre-test served as a basis for organizing the activities developed in the didactic sequence, promoting meaningful learning, and assisting the student in handling the technologies available in the classroom. It is hoped that the product presented in this dissertation can contribute to a better reflection on the concepts covered in the teaching of Physics and teaching practice in the classroom.