Didactic sequence and guidelines for designing activities with the Stellarium simulator to address the apparent motion of the sun in secondary
This paper presents a didactic sequence for developing the topic of the apparent daily and annual motion of the Sun. The proposal begins with the formulation of mobilizing questions, the establishment of hypotheses, verification of answers through observation, activity guides designed for use with t...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43335 |
| Aporte de: |
| Sumario: | This paper presents a didactic sequence for developing the topic of the apparent daily and annual motion of the Sun. The proposal begins with the formulation of mobilizing questions, the establishment of hypotheses, verification of answers through observation, activity guides designed for use with the Stellarium simulator, and assessment proposals. In particular, it offers a structure and guidance for designing activities with the simulator. This proposal is part of the University Extension Course titled 'The Apparent and the Real from a Local Perspective: Positional Astronomy and the Didactics of Astronomy,' aimed at middle school teachers in the Province of Salta, Argentina. The implementation of these sequences in fifth-year high school courses allowed us to identify difficulties in comprehending certain concepts, the valuable contribution of using Stellarium in the classrooms, its limitations, and the importance of teacher assistance. The role of the guides and the simulator integrated into a didactic sequence is highlighted. |
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