Ensino de astronomia no contexto das descobertas de exoplanetas

• Ano de defesa: 2019
• Autor(a) principal: Rocha, Alcione Maria de Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
• Palavras-chave em Português: Ensino de astronomia; Exoplanetas; Física Moderna; Formação de professores; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27132

The present research of Master Professional was developed aiming to collaborate for the improvement of the Teaching of Physics and Astronomy through a proposal that involves concepts of Modern Physics and Astronomy with emphasis in the study and discoveries of exoplanets. In order to reach this goal, we elaborated a set of teaching sequences anchored in the three pedagogical moments: the initial problematization, the organization of knowledge and the application of knowledge (DELIZOICOV, ANGOTTI, 1992). These sequences culminated in the educational product required by the Program, associated to the dissertation and destined to teachers of Physics and related areas. The contents contemplated in these sequences were carefully selected after initially locating the contents of Astronomy in the high school program, using the structuring axes of the National Curricular Parameters (NCP) and the current version of the National Curricular National Basis (BNCC). We also did an analysis of the information contained in the guide of the textbook of the discipline of Physics - PNLD 2015 - referring to the theme Exoplanets, where we find the mention of planets outside the Solar System in only one book among all the analyzed collections. The teaching sequences were implemented in a classroom of 17 participants in the form of an extension course for physics teachers in initial formation (graduates of the Physics course at the IFRN, campus of Santa Cruz) and lasted for 16 hours in the which we evaluate the effectiveness (or its deficiencies) of the teaching sequences to compose the final version of the Educational Product. Regarding the methods, the present research made use of a qualitative approach, which included a bibliographical research, raising documents representative of the literature of the area, the production of teaching sequences and the analysis and evaluation of its application in a research- action. All data were organized, coded, categorized and interpreted using the criteria of content analysis of Bardin (1977). From the analysis of the questionnaires as well as the activities developed by the participants, we highlight the high level of interest and motivation for the subject, and for most of them the first contact with subjects related to astronomy, especially exoplanets.