Caçador de exoplanetas: um chatbot para o ensino de astronomia nas aulas de Física.

• Ano de defesa: 2023
• Autor(a) principal: Silva, José Carlos Da
• Orientador(a): Roberto Júnior, Artur Justiniano
• Banca de defesa: Silva, Agenor Pina Da, Bressan, Paulo Alexandre
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Mestrado Nacional Profissional em Ensino de Física
• Departamento: Instituto de Ciências Exatas
• País: Brasil
• Palavras-chave em Português: Chatbot; Exoplanetas; Três momentos pedagógicos; Parâmetros físicos
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::ASTRONOMIA
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/2303

The search for knowledge about nature, be it terrestrial or celestial, drives the discoveries scientific opportunities and technological development. The smartphone is a good example of a resource technology, product of the scientific discoveries of the 20th century, which is currently part of the daily life of most people, especially the youngest. Due to having resources that facilitate communication, the search for information and interactivity, the smartphone can be used within a teaching strategy known as mobile learning. Against In addition, our work aims to present and evaluate the pedagogical potential of the chatbot Exoplanet Hunter. This chatbot interacts with the user through questions and answers about physical parameters of exoplanets. The chatbot was used as part of the unit of teaching, developed from the three pedagogical moments of Delizoicov and Angotti. That teaching unit was applied in a class of the 2nd year of high school in a public school of Minas Gerais. The result of the application of the teaching unit showed us that the chatbot can be used as a technological resource in physics teaching, because it awakens the interest and motivation for the study of physics and astronomy contents. Despite the assessment of learning with the chatbot was impaired, due to the low number of students who participated in all 3 pedagogical moments, we observed that the majority had difficulties to perform some mathematical calculations and interpret the results. This result motivated us starting to develop a new version of the chatbot, now with phases that have levels different depth of questions