Didactic Intervention for the Teaching of Stellar Astrometry in Field Educational Contexts

Abstract

Background : Astrometry is a field of study that integrates the procedures necessary to determine the position and movements of celestial bodies, which is why it uses concepts typical of the natural sciences that could be used in scientific education. Objective : To identify scientific concepts related to astrometry in rural secondary basic education contexts. Design : The sequence of activities consisted of Diagnosis of Prior Knowledge , Didactic Intervention , and Assessment . Setting and Participants: 65 students from three rural educational institutions (field schools) of the Department of Boyacá in Colombia participated. Data Collection and Analysis : Two questionnaires were implemented to assess students’ prior concepts and strengthened concepts, which were validated by the judgment of experts in the area. The data was grouped into two categories of analysis: Astrometric Concepts and Astrometric Techniques and Methods . Results: The learning of astrometric concepts such as stellar evolution, parallax, classification, and principles of spectroscopy was favoured, in addition to concepts from physics such as electromagnetic spectrum, brightness, luminosity, temperature-colour ratio, and mathematical concepts, some trigonometric relationships and astronomical units. However, difficulties were evidenced in relation to knowledge of the celestial vault, movements of the stars, and management of astronomical models. Conclusions: The students had little previous knowledge about astrometry, strengthened through didactic intervention, enabling the association of physics, mathematical, and astronomical concepts in the classroom.