Ensino de astronomia no ensino médio: uma análise das lacunas conceituais dos estudantes em uma abordagem investigativa

Abstract

This study investigated the acquisition of basic Astronomy knowledge by third-year high school students, aiming to analyze existing conceptual gaps and the effects of a pedagogical intervention based on inquiry-based teaching and active learning methodologies. The research was characterized as action research with an applied nature and a qualitative and quantitative approach. It was conducted in a public school through the application of a pre-test, the implementation of a basic Astronomy course structured around investigative activities, and a post-test to compare the results. The intervention addressed topics such as Earth's movements, Moon phases, eclipses, seasons, the Solar System, and Cultural Astronomy, using dialogic lessons, didactic models, simulations, experiments, and astronomical observation. The results revealed the presence of alternative conceptions before the intervention, especially regarding the Moon phases, the seasons, and Indigenous Astronomy. After the course, a significant improvement in students' conceptual understanding was observed, with a reduction in scientific misconceptions and greater appreciation of the cultural diversity involved in the construction of astronomical knowledge. It is concluded that inquiry-based teaching promoted meaningful learning, student engagement, and the development of more consistent scientific knowledge, demonstrating its potential to improve Astronomy teaching in Basic Education.