RELATIONSHIP WITH ASTRONOMICAL KNOWLEDGE AMONG TEACHERS LEADING ASTRONOMY CLUBS: MEANINGS AND ENGAGEMENT

Abstract

This study, grounded in the theory of the relationship with knowledge, explores how teachers engage with astronomical knowledge, particularly those leading astronomy clubs or research groups in public schools in Bogotá. Using a qualitative approach and the “Balance of Knowledge” instrument, the study elicited narratives analyzed through Discursive Textual Analysis. Findings reveal that teachers engage with astronomy across various contexts—such as family, school, and planetariums—and aim to strengthen both scientific and philosophical understanding. The analysis highlights their motivations and the meanings they attribute to teaching astronomy, as well as their perceived role in students’ scientific and personal growth. Teachers focus on key concepts such as astrophysics and astrobiology, viewing teaching as a meaningful learning process and the development of scientific skills as a personal achievement. Emerging themes include the dissemination of astronomical knowledge, promotion of research, development of scientific and philosophical skills, engagement in scientific and community initiatives, the encouragement of critical thinking and the ethical reflection. The study concludes that these educational groups represent a response to teachers’ mobilization toward astronomical knowledge, serving as a means to enhance and redefine their relationship with the field.