A utilização de um planetário fixo como ferramenta didática no ensino da temática estações do ano

Abstract

The main objective of this research was to investigate the educational potential of using a fixedplanetarium to teach about the seasons, specifically targeting 9th grade students in elementaryschool. Developed in the context of the Postgraduate Programme in Science and Mathematics Education at the University of Caxias do Sul (PPGECiMa-UCS), the research was based on the assumption that traditional methodologies have limitations in the learning of astronomical concepts, requiring innovative and immersive approaches. Based on Lev Vygotsky's sociocultural theory, especially the concept of the Zone of Proximal Development (ZPD), a didactic sequence with seven pedagogical meetings was developed and applied. During the sessions held in the school's fixed planetarium, Stellarium software was used to visually simulate the apparent movements of the Sun, providing students with an interactive experience that fostered a deep conceptual understanding of the cause of the seasons, the apparent movement of the Sun, the effects of latitude, and the variable length of days and nights. In addition to the immersive sessions, the teaching sequence incorporated the construction and exploration of a Three-Dimensional Concrete Analogue Model (MACT), allowing students to physically manipulate the phenomena studied. The research used initial and final diagnostic questionnaires, the production of physical models, and conceptual problem solving, the results of which were analysed using qualitative content analysis and descriptive statistical analysis techniques. The results of the intervention showed significant advances in the students' scientific understanding. Initially, alternative conceptions based on everyday perceptions predominated, such as the erroneous idea that the proximity of the Earth to the Sun causes the seasons. After the mediated activities in the planetarium and the use of MACT, most students were able to formulate scientifically adequate explanations, correctly articulating the phenomena with the Earth's axial tilt and latitude variations. As a final part, an Educational Product (EP) was developed, available in the form of a teaching guide for teachers. This guide details the teaching sequence applied, offering theoretical and practical support for replicating the pedagogical proposal in different school contexts. [resumo fornecido pelo autor]