Impact of a didactic sequence on basic Astronomy concepts for graduates in Physics of online and classroom modalities

Marcos Rincon Voelzke,José Isnaldo De Lima Barbosa,S Deustua,I.L Ten Kate,K Eastwood

doi:10.1051/epjconf/201920001021

Marcos Rincon Voelzke, José Isnaldo De Lima Barbosa + Show 3 more

Open Access

https://doi.org/10.1051/epjconf/201920001021

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Abstract

The purpose of this paper is to present the results obtained with the execution of a course of basic subjects in Astronomy for university students of Physics in face to face and in distance learning courses that were organized through Potentially Significant Teaching Units (PSTU). It is an applied and descriptive research, and the technical procedures adopted were survey (pre-test, post-test and qualification questionnaire) and technical action research (application of the course through the PSTU). Through statistical analysis the results show that the difference of the means (before and after the course) of the students is statistically significant, indicating a possible evolution in the basic knowledge of these in relation to the themes of Astronomy proposed in the didactic sequences. In addition, according to the qualification test the activities developed in the course administered, created a favorable climate for learning, thus indicating the success of the same.

Highlights

With the passage from Elementary School to High School the content referring to Astronomy pass to be studied within the curricular component Physics
At some point a professor of Physics of the High School, will face the need to work with the topics related to Astronomy, research shows that there are deficiencies in the training of these teachers, in relation to the subjects in question
Two researches are explored, which had the objective of analysing the curricular structures of undergraduate degrees in Physics in Brazil: (1) The author [2] points out that of the 70 studied courses only 17% of them presented some compulsory discipline with subjects of Astronomy; (2) Fifteen years later, the number of undergraduate courses in Physics in Brazil almost doubles, the author [3] show that of 132 courses analysed, only 15% of them had some compulsory Astronomy content in their curricular structure

Summary

Introduction

The official recommendation comes through the Complementary Educational Guidelines to National Curricular Parameters 1(NPC) [1], where the theme F6, “Universe, Earth and Life” is highlighted Like this the young student will have “a cosmological vision of the sciences”, and “to inquire about the origin of the Universe or the fascinating world of the stars and the conditions for the existence of life as we understand it on planet Earth” [1]. In this context, at some point a professor of Physics of the High School, will face the need to work with the topics related to Astronomy, research shows that there are deficiencies in the training of these teachers, in relation to the subjects in question. In order to broaden the discussion about teacher education in Physics, this paper aims to present the results, obtained with the application of a questionnaire at the beginning (pretest), and at the end (post-test) of a course for Physics graduates of the Distance Learning Course (DLC) and face-to-face through didactic sequences called Potentially Significant Teaching Units – PSTU [4], as well as the level of satisfaction of these in relation to the course

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