Computer Science – Learning
Scientific paper
Aug 2008
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2008mst..........1a&link_type=abstract
MsT. Thesis, UNICSUL, Brazil, 79 pages, (2008)
Computer Science
Learning
Methodology, Significant Learning, Astronomy
Scientific paper
This present paper is about the intervention of teaching methodologies which was realised at the State School of Colónia dos Pescadores in the city of Caraguatatuba which takes three classes of the third year of a high school, involving 119 students aged between 16 and 19 years. The initial phase consisted of a questionnaire of twenty dissertate and objective questions, applied by the teacher of the class who gives the corresponding lessons. This questionnaire was the same one in all three classes with the objective to diagnose the previous knowledge of Astronomy of the students. Starting the intervention in the classes, the involved teacher used different methodologies: (A) in form of seminars, prepared and presented by students, in which the teacher makes only the necessary interventions, (B) in traditional form, with the help of multimedia for the development of lessons and the third (C) traditional, making exclusive use of chalkboard and chalk. At the end of the work the students answered the questionnaire again, so that the three used methods could be compared. They now presented better applications, the initial results were compared at the end. When the students were initially asked about the meaning of Astronomy, it was noticed that class A got 100% right answers, class B got 64% and class C got 84%. But, after the intervention, they got 100%, 97%, and 85% respectively, what proved a cleary knowledge assimilation. When they were asked about how many planets there are in our solar system, class A got 39% right answers, class B got 48% and class C got 46%; but after the development of the activities, they got 94%, 97%, and 90% respectively. Another very important finding is that despite the theme Astronomy be widely recommended, it is not taught neither at elementary schools nor at high schools.
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