Ensino de óptica no contexto da observação astronômica e da astrofotografia: uma possibilidade de enculturação científica por meio da teoria de aprendizagem significativa

Abstract

The current scenario of Physics Teaching in Brazil presents new challenges to the teacher, as far as the dissemination of scientific knowledge is concerned. Research in this area has been developed since 1980, increasing the number of events and publications. But on the other hand, the situation of Physics Teaching remains the same, where students feel no motivation to study this discipline. Researchers in the field of Astronomy Education state that Astronomy has potential for teaching and scientific dissemination, which is fundamental in the basic education of the student, besides having a motivating potential for learning. Thus, the research aims to answer the following central question: What are the potentialities and limitations of astronomical observation and astrophotography in teaching Optics through UEPS? The research has a mixed methodological approach, sequential and exploratory, which was applied at the school EEEMTI Liceu of Ceará, located in Fortaleza - CE. The classes selected to participate in the research were 2nd year B and 2nd year C, with 18 students in each class, totaling 36 students. For the application of the research, a Teaching Sequence (DS) Potentially Significant was elaborated, theoretically based on Ausubel's Theory of Significant Learning (TAS). For the elaboration and application of the UEPS, the recommendations exposed in the literature of this work were followed. During the research process and application of the DS, multiple-choice opinion questionnaires (Likert scale) were applied, which were validated using Cronbach's Alpha coefficient, and open-ended questionnaires with the same questions about the structure of Physics Teaching (questionnaire 1) and the use of Astrophotography and Astronomical observation in the Optics content (questionnaire 2), in order to compare the data and substantiate the research. In addition, learning evaluation questionnaires were applied, which were used in the following classes as a deepening of knowledge and integrative reconciliation of the content. In view of the results obtained, the questionnaire about Physics Teaching was first analyzed, where it was obtained that the Common National Curricular Base (BNCC) advocates interdisciplinarity in the Teaching of Natural Sciences, enabling scientific literacy through contexts of the students' daily lives. However, the reality of the structure of Physics Teaching is contradictory to what the BNCC advocates, showing that students rarely have access to experimental classes, with technological resources, research, reading and encouragement for scientific enculturation. The results show that the school has a Physics laboratory with structure for experimental classes, technological structure with internet, however, few students have access to this structure, and a considerable number of students have never had laboratory classes, which raises the question about equal teaching and equity. In relation to questionnaire 2, which evaluates the application of the Teaching Sequence through the use of Astrophotography and astronomical observation, the students were satisfied, considering that astronomy motivated learning, made it possible to know new contexts of science and stimulated the continuation of studies in the area. Thus, in view of the results obtained, it was noticed that there are problems in Physics Teaching that go beyond the structure offered to the students, which, based on this work, may be investigated in further research, under the perspective of the New High School. In addition, it is worth mentioning the importance of changing the evaluation strategy of the UEPS in future research, in order to obtain a detailed follow-up of the evolution of the class.