O ensino de Astronomia como estratégia didática para motivar alunos do ensino médio na aprendizagem de Física

Abstract

Physics teaching in Brazil has been facing many problems for a long time, evidenced mainly by the low performance of Brazilian students in international assessments, such as the International Student Assessment Program (PISA). Within this opportunity, strategies aimed at instigating students' curiosity based on themes that motivate physics learning, making it more attractive, present themselves as a viable alternative for teaching. Thus, we sought to show, with the creation of a group of Astronomy studies with high school students, how to use astronomy as an auxiliary discipline to motivate students in the study of Physics. For this, the work was divided into two moments. Initially, a survey was conducted with students at the State High School Dr. César Cals, in order to probe the main perceptions of students regarding the subject of Physics. This research was carried out during the Pedagogical Residency program at the Federal University of Ceará. From this research, a second moment was established, in which a group of studies on astronomical themes was created, which included theoretical classes at the school itself and practical activities carried out at the Seara da Ciência observatory. Within the presented methodology, Astronomy was explored in an interdisciplinary character, being treated by the approach that involves the History and Philosophy of Science (HFC), uniting Physics to historical and social aspects. Thus, it was possible to verify, in the first moment of the research, that many students evaluate Physics as a monotonous discipline, summarizing the mere application of formulas and excessively loaded with mathematical operations. Within the research activities, even at the first moment, it was found that about 70% of the students were interested in Astronomy classes within the discipline of Physics. After the implementation of the study group and the development of practical and theoretical activities, as a first positive result, an evasion of 0% was obtained during the two months of operation of the group. In addition, through applied questionnaires, more than 88% of students attest to the relevance of the topics studied. In addition, some students began to consider pursuing a scientific career. In view of this, this study confirms that a contextualized view of physics, through the use of Astronomy as an auxiliary discipline, can mitigate school dropout and bring Science students closer together.