Full text
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| Author(s): |
Flávia Polati Ferreira
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Física (IF/SBI) |
| Defense date: | 2013-12-17 |
| Examining board members: |
Cristina Leite;
Sérgio Mascarello Bisch;
Rodolfo Langhi
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| Advisor: | Cristina Leite |
| Abstract | |
The Solar System is one of the most discussed topics of Astronomy in science classes. Recognizing its importance, this study investigates a teaching-learning proposal about \"the shape and movements of the planets in the Solar System\" which focus on the relationship between daily observation and scientific models currently accepted. We analyze the sciences curriculum proposal of the State of São Paulo and theses and dissertations produced in Brazil in recent decades, describing how these materials propose activities for teaching and learning about astronomy. We have dialogued with the ideas of Paulo Freire in order to reflect on the meanings of \"problematization\", dialogue, university extension and the importance of educating critical subjects to understand the world around them. We created a teaching and learning proposal with 12 structured activities based on the methodology of Three Pedagogical Moments and interventions conducted in a course for the training of teachers, with the character of university extension, offered by the University of São Paulo. The objective of this proposal was develop a critical sense of the subjects relate to everyday observation with currently accepted scientific models, which are usually taught in the classroom. The data obtained in the implementation of this proposal were analyzed based on three main general categories that had as main focus to evaluate the perception of contradiction and limitations of immediate and naive observation and the scientific model. The results seem to indicate that some of the teachers do not realize the apparent contradiction between the Earth\'s shape observed in everyday life and as described in the model. Those who perceived provided arguments based on notions of reference and scales and proportion. Although half of the teachers in our sample have noticed this contradiction, most of them can not explain this perception with astronomical or scientific arguments. In questioning the observable movements, all teachers realized the contradiction between the apparent motion of the Sun and the Earth in the movements currently accepted model. Although presented many difficulties in justifying the reasons that many teachers have used notions of observation of other astronomical bodies and planets to justify the model. At the end of the course, we realize that the teachers presented in the discussions of the type Simulated Jury worked a series of arguments along the course, which seems to indicate that after the activities, they began to argue less naive way relations between everyday observation model. While we recognize the limitations of the proposal, this seems to show a great potential for alternative interventions in teacher seeking work beyond the present knowledge in textbooks, promoting an ongoing dialogue between the astronomical knowledge and aspects in daily life. (AU) | |
| FAPESP's process: | 11/05536-0 - The shape and movements of the planets in the solar system: a proposal for the science teacher training in astronomy |
| Grantee: | Flávia Polati Ferreira |
| Support Opportunities: | Scholarships in Brazil - Master |