We propose an effective learning progression of astronomy concepts across the different school levels based on a phenomenological approach and in connection with the development of transverse concepts in other scientific disciplines, like physics, mathematics and earth sciences. The fundamental astronomical idea that has to be constructed since the lowest school levels is that the Universe is an unique system, composed by subsystems (planets, planetary systems, stars, galaxies, galaxy groups and clusters) characterized by their own properties and behaviours, but at the same time closely interconnected each other. The proposed learning path is based on direct observations, data collection and representative models, where students are stimulated to participate through active cooperative works to the development of ideas and interpretative models of celestial phenomena.
Dalla Terra all'Universo
PANTANO, ORNELLA;
2008
Abstract
We propose an effective learning progression of astronomy concepts across the different school levels based on a phenomenological approach and in connection with the development of transverse concepts in other scientific disciplines, like physics, mathematics and earth sciences. The fundamental astronomical idea that has to be constructed since the lowest school levels is that the Universe is an unique system, composed by subsystems (planets, planetary systems, stars, galaxies, galaxy groups and clusters) characterized by their own properties and behaviours, but at the same time closely interconnected each other. The proposed learning path is based on direct observations, data collection and representative models, where students are stimulated to participate through active cooperative works to the development of ideas and interpretative models of celestial phenomena.
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