UMA PROPOSTA DE AULA ADAPTADA PARA EXPLORAR O UNIVERSO

• DOI: https://doi.org/10.22533/at.ed.260132620052

• Palavras-chave: Metodologia ativa, Ensino de Ciências, Astronomia

• Keywords: Active Learning, Science teaching, Astronomy

• Abstract: The Cosmos project was created to develop a mini-course aimed at bringing students closer to Astronomy through active methodologies adapted to the needs of different classes. The proposal arose from the observation that, despite technological advances, there is still a lack of tangible and easily accessible materials in public schools, which often makes science education distant, monotonous, and difficult to understand. To overcome this challenge, lessons were developed that integrated theoretical presentations with technological resources such as videos, images, games, and quizzes, as well as practical activities that allowed the application of the learned content in a playful and safe way. The project was implemented in two 6th-grade classes and in the science club of Colégio Amálio Pinheiro, encompassing students of different age groups and interests. The content covered in the course included the origin of the universe, astronomical scales, galaxies, supernovas, the Solar System and its celestial bodies, nuclear fusion, the origin of life, the primitive Earth, and hypotheses about the emergence of life, such as the primordial soup theory. All concepts were redefined and adapted to facilitate understanding and promote interdisciplinarity, allowing students to connect different areas of knowledge around the same theme. To enhance retention, educational YouTube channels and the Kahoot platform were used, whose final quiz demonstrated excellent assimilation, with 100% correct answers among participants. At the end of each course, workshops on building and launching PET bottle rockets were held, engaging students until the end of the class and reinforcing the idea that the educational environment can extend beyond the classroom. The course instructors observed that students were able to visualize a new perception of science, in a more interactive and accessible way, with a great exchange of knowledge between colleagues and teachers. Thus, the project demonstrated that innovative teaching practices, associated with the use of ICT and active methodologies, can make teaching more inclusive, dynamic, motivating, and conducive to more meaningful learning, strengthening interest in science and contributing to the appreciation of scientific knowledge over time.