A FORMAÇÃO DOS PLANETAS DO SISTEMA SOLAR

A CONSTRUÇÃO DE UMA SEQUÊNCIA DE ENSINO E APRENDIZAGEM

Abstract

In the literature, it is widely recognized that mere assimilation of concepts is insufficient for scientific literacy. It is crucial for students to develop scientific and epistemic practices. This article presents the process of crafting a Teaching and Learning Sequence (TLS) that addresses the formation of planets in the solar system, aiming to foster an environment saturated with scientific and epistemic practices through engagement in argumentative situations. The construction of the TLS was grounded in two of the five proposed stages of Design-Based Research. The initial stage encompassed the formulation of two design principles, segregated into pedagogical and epistemological dimensions, alongside the formulation of a standard argument. The subsequent stage focused directly on TLS design. The outcome is a TLS comprising three activities, affording students a diversity of scientific and epistemic practices. These activities range from information collection and hypothesis formulation to the construction of evidence-based explanations and reasoning, as well as the assessment of the validity of scientific propositions and exploration of alternative explanations. This study, through the exposition of the employed methodology, holds the potential to substantially contribute to the design of other TLS aimed at stimulating scientific and epistemic practices, thus reinforcing the process of Scientific Literacy.