METHODOLOGICAL STRATEGIES FOR TEACHING ASTRONOMY IN TEACHER FORMATION COURSES IN SNEA AND RELEA PUBLICATIONS

Abstract

The present work aimed at mapping articles published by the Latin-American Journal of Education in Astronomy (RELEA) and by the National Symposium on Education in Astronomy (SNEA) that addressed the use of methodological strategies in the formation of Science teachers, both initial and continued, for teaching Astronomy in Brazil. From a qualitative perspective, the research made possible to investigate and categorize the data based on the assumptions of Content Analysis. As a result, fifteen emerging categories were obtained (Lectures, Non-Formal Teaching Strategy, Reading and/or Text Production, Production of Didactic Material, Investigative Activities, use of 3d Models and/or Practices, Sky Observation, Group Immersion of Research, Use of Software, Use of Virtual Environments, Representational Diversity, Critical Teaching, Playful and/or Role Play, Use of Videos, and Presentation of Seminars), which highlighted both the variety of teaching strategies that can be used by teachers in class to address the topics of Astronomy, and also the scarcity of publications, within the scope of teacher training, related to the identified teaching methodological strategies.