O ensino de astronomia através de jogos e da aprendizagem baseada em equipes no 9º ano do ensino fundamental

Abstract

This work deals with a pedagogical intervention in a class of 9th grade elementary school, and aims to introduce the teaching of Astronomy in an integrated way with the teaching of Physics and Chemistry. As a content approach we use Team-Based Learning by Larry K. Michaelsen, an active methodology that seeks to achieve benefits in small groups through collaborative work. We recognize in the methodology used elements of Lev Vygotsky's Theory of Cognitive Development that justify the use of games and activities in teams of this work. Seeking to answer our problem-objective: Under what aspects does a pedagogical intervention based on TBL with educational games in its tasks propitiate the integration and learning of the contents of Physics and Chemistry with the thematic of Astronomy? we developed a Didactic Sequence, where students were presented to five educational games: the first titled Game of Revolutions addresses the content of Astronomy History and seeks to show the student how the evolution of this science occurred through the epistemology of Thomas S. Kuhn; the second game titled Star Wars students, through letters, compare features of stars as their magnitude, mass, radius, luminosity, temperature and distance from the Earth; the third game entitled The Conquest of Space, addresses the content about the origin of the chemical elements, using as a board an astronomical periodic table, in which the teams conquer the chemical elements coming from the same type of process of nucleosynthesis; the fourth game titled 1 against 5, deals with the contents about light, waves, color and spectroscopy, where the teams answer questions asked by the 5 opposing teams; in the fifth game titled Detective of Chemical Elements, teams through letter-tracks identify which chemical element is treated and locate it in the correct position of the periodic table of spectra. Class performance was quantitatively analyzed by the Hake Gain and Student's t-test, where we obtained a gain of 83% and allowed us to conclude that the probability that the mean difference between the post-test and the pre-test has occurred by chance is less than 1%. By analyzing the performance of the class in a qualitative way through the logbooks of the teams and the teacher we realized that a great learning really took place. We also used the essays of the students analyzed through the Discourse of the Collective Subject, where we showed that the students were able to relate Astronomy to the explored contents of Physics and Chemistry.