Teaching of physics in the context of planetology and habitability in high school: a case of successful online meaningful learning

Autores

  • Gian Alexandre Michaelsen Universidade Luterana do Brasil
  • Agostinho Serrano de Andrade Neto Universidade Luterana do Brasil

DOI:

https://doi.org/10.22456/1679-1916.121367

Palavras-chave:

planetology, habitability, high school, physics, online education

Resumo

The COVID-19 pandemic hastened the development of techniques and didactic sequences for online education, some that promoted learning, others that were lacking. In this contribution we |show how it was possible to achieve Ausubelian meaningful learning in Physics through remote teaching, by having as context planetology and habitability. These concepts may allow the development of expected specific competences described in the Brazilian Common National Curriculum Base (BNCC), that also have substantial media exposure and are possible to be developed in High School. At the end, the students have developed skills that allowed them to determine, based on real data, whether an exoplanet is habitable or not. Using Bardin's content analysis, it was possible to find evidence of meaningful learning of the intended skills and concepts.

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Publicado

2021-12-28

Como Citar

ALEXANDRE MICHAELSEN, G.; SERRANO DE ANDRADE NETO, A. Teaching of physics in the context of planetology and habitability in high school: a case of successful online meaningful learning. RENOTE, Porto Alegre, v. 19, n. 2, p. 437–446, 2021. DOI: 10.22456/1679-1916.121367. Disponível em: https://www.seer.ufrgs.br/index.php/renote/article/view/121367. Acesso em: 2 fev. 2023.

Edição

Seção

Teorias educacionais aplicadas à TIC