Navegando por Autor "Tavares, Carla Valéria Ferreira"

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Potencialização da astronomia com uso de uma sequência didática numa perspectiva do ciclo da experiência de Kelly
(2022-06-07) Tavares, Carla Valéria Ferreira; Lima, Gilmax José de; Silva, Ana Paula Teixeira Bruno; http://lattes.cnpq.br/7567099861370352; http://lattes.cnpq.br/2563053441602249; http://lattes.cnpq.br/1647626024327576
The main objective of this work is to analyze a didactic sequence with the use of digital tools, having as a reference George Kelly's Theory of Personal Constructs, together with the Kellyan Experience Cycle (CEK). The methodological structure used the CEK, with its five phases: Anticipation, Investment, Meeting, Confirmation or Disconfirmation and Constructive Review. In the Anticipation phase, students were invited to answer a questionnaire about celestial bodies. In the Investment phase, the second stage of CEK, the students engaged in the search for information on the topic under study, conducting research and sharing it, through collaborative murals, using the Padlet digital tool. The Encounter phase, the third stage of the sequence, provided the encounter with the event, through theoretical and practical activities, covering concepts about the phases of the Moon, the construction of the Lunar Goniometer and use of the Stellarium application. The Confirmation or Disconfirmation phase happened through the cognitive conflict generated at the time of the event, students were invited to answer a questionnaire about celestial bodies to reflect on their previous conceptions, and to test their hypotheses, confirming them or not. In the last phase of the CEK, the Constructive Review, the students reviewed their knowledge, considering the activities they had experienced and the production of Podcasts. The results revealed that the students had intuitive concepts, as well as presented some difficulties in understanding certain concepts related to celestial bodies. Overcoming the difficulties, we realized that the intervention activities aroused the students' attention, directing them to raise hypotheses, reflect and establish relationships between the situations experienced and the topic studied, providing a significant contribution to the evolution of their concepts.