Preservice Elementary Teachers’ Conceptions of the Sun-Earth Model: A Proposal of a Teaching-Learning Sequence

Abstract

This article addresses the teaching of astronomy (day and night, seasons) in elementary school. First, we analyzed preservice elementary teachers’ understanding of astronomical concepts related to the Sun-Earth system. Taking into account the results of this analysis using a socio-constructivist approach, we designed a teaching sequence. We tested this sequence with different groups of future elementary school teachers, who showed improvement in their understanding of the Sun-Earth model.