O ensino de astronomia e a alfabetização científica e tecnológica: uma abordagem no ensino médio

Abstract

The aim of this study is to investigate the potencial of an Astronomy interdisciplinary learning sequence in order to promote the Scientific and Technological Literacy of high school students. This sequence was written in eight meetings during Chemistry classes. The current investigation presented a qualitative nature, based on interventive research. The data analysis involved classes audio transcription and students’ text production according to Discursive Textual Analysis, taking as a priori categories some parameters of Scientific and Technological Literacy. The learning sequence contemplated these parameters and promoted students’ interdisciplinary and decision-make discussions. The study has shown a greater occurrence of Scientific Literacy compared to Technological Literacy, due to the restricted conceptions and the students’ linear development view. Therefore, these results indicate that a deeper study and an investigation from another perspective is necessary.