Contribuições da sequência didática “o planeta terra” para o ensino de astronomia e astrofísica na educação básica

Abstract

The experiment conducted by Eratosthenes marked the history of the shape of our planet. Therefore, the problematization of the research seeks to understand: What are the contributions of Eratosthenes' experience, in understanding the shape of the Earth, when replicated by elementary school students? From this, provide the teacher with conditions that facilitate learning activities based on the didactic strategy, taking into account their experiences and professional suggestions, providing opportunities for effective participation in their construction and promoting student learning. To this end, a didactic sequence was developed in a 4th year elementary school class that sought to contribute to the teaching-learning process in science classes using teaching through the three pedagogical moments, structured by Delizoicov; Angotti and Pernambuco (2002). A logbook, questionnaire with open questions, iconographic elements such as images, sounds and videos of the actions related in the application stages were used as an information instrument. In view of this, the finished study brings reflections on some actions so that others can be refined and redirected, since the results point to signs of evolution in students' knowledge, after applying the didactic sequence of this study.