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 the mere assimilation of concepts is not sufficient for scientific literacy. It is important that students develop scientific and epistemic practices. This article presents the process of creating a Teaching and Learning Sequence (TLS) that addresses the formation of the planets in the solar system, with the aim of cultivating an environment immersed in scientific and epistemic practices through engagement in argumentative situations. This process was led by teachers in initial and continuing education, members of a study and extension core. The construction of the TLS was based on two of the five stages proposed by Design-Based Research. The first stage involved the formulation of two design principles, separated into pedagogical and epistemic dimensions, as well as the development of a standard argument. The second stage focused directly on the design of the TLS. The result is a TLS composed of three activities, offering students a variety of scientific and epistemic practices. These activities range from collecting information and formulating hypotheses to constructing explanations based on evidence and reasoning, as well as evaluating the validity of scientific propositions and exploring alternative explanations. This study, through the presentation of the methodology employed, has the potential to contribute substantially to the planning of other TLS that aim to stimulate scientific and epistemic practices, consequently strengthening the process of Scientific Literacy.