Astrophysics In Schools: Playing With Observational Data
The use of observational records in the design of teaching sequences in Astrophysics in High Schools is quite uncommon. It is also uncommon the thematic approach within the context provided by Nature of Science. Besides these shortcomings, we should also consider the lack of proposals to use the computer as a laboratory from which nature is studied. These aspects expose the existence of a disconnection between school science and scientist’s science, establishing the need for simple educational projects that promote interdisciplinary dialogue between the two fields of knowledge. Based on these assumptions, this paper presents the school reformulation of the redshift-distance problem as addressed by Hubble in his diagram, and explores the main educational dimensions emerging from it. The proposal is directed not only for senior students of high school and/or early 1st year students at University level, but also for students and teachers from teacher training colleges. Practical evidence shows that this proposal is viable, mobilizes interests about issues of Astrophysics and promotes a ludic and cooperative character among students.
Instituto de Física de Rosario (CONICET-UNR) | Universidad Nacional de Rosario, Argentina | Escuela Nº 8240, Rosario (Provincia de Santa Fe, Argentina) | Universidad Nacional de La Plata | Instituto de Astrofísica de La Plata (CONICET-UNLP)
Revista Latino-Americana de Educacao em Astronomia