Abstract
The COVID-19 pandemic hastened the development of techniques and didactic sequences for online education, some that promoted learning, others that were lacking. In this contribution we |show how it was possible to achieve Ausubelian meaningful learning in Physics through remote teaching, by having as context planetology and habitability. These concepts may allow the development of expected specific competences described in the Brazilian Common National Curriculum Base (BNCC), that also have substantial media exposure and are possible to be developed in High School. At the end, the students have developed skills that allowed them to determine, based on real data, whether an exoplanet is habitable or not. Using Bardin's content analysis, it was possible to find evidence of meaningful learning of the intended skills and concepts.
Highlights
In the global educational scenario of the first half of 2020, remote education proved to be the safest way to guarantee the progress of formal activities
We look for ways to develop the teaching and meaningful learning of Physics, focusing on concepts related to planetology and habitability in high school
The theme of “planetology and habitability” is a powerful context in which a teacher can expose concepts related to pressure, density, temperature, physical states of matter; among other numerous concepts that can be worked using this theme
Summary
In the global educational scenario of the first half of 2020, remote education proved to be the safest way to guarantee the progress of formal activities. The covid-19 pandemic throughout the year, led us to different educational networks, and led researchers to choose to carry out pedagogical activities online – and investigate them. This didactic research was projected and planned to be carried out at a. We look for ways to develop the teaching and meaningful learning of Physics, focusing on concepts related to planetology and habitability in high school. That is a provocative but interesting question, because remote teaching during the year of 2020 happened – due to the sanitary precautions imposed by the reality of COVID-19 – almost totally online, without warning, with bare to no preparation from the teachers and the students and most importantly – breaking the didactic contract made with the students that the classes would happen in a school and live environment, among colleagues to interact
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