Ensino de cosmologia no ensino médio: uma investigação guiada por modelo analógico

Abstract

This study identified the contributions to the development of Scientific Literacy among secondyear high school students during the implementation of a contextualized experimental activity on the topic of cosmology. The planning of the activity aimed to promote students’ active participation, enhancing their protagonism in the learning process through the construction of scientific knowledge. By addressing topics related to cosmology, such as the origin and evolution of the universe, the study sought to stimulate curiosity, critical reflection, and the understanding of physical phenomena beyond simple memorization. The research is characterized as qualitative, configured as a case study, carried out with a second-year class at a public school. Throughout the development of the lessons, students’ engagement, difficulties, and progress in the learning process were analyzed. The results indicate that the adopted approach contributes to the development of scientific literacy, expanding students’ ability to interpret and relate scientific concepts to their everyday lives. It is concluded that the integration of experimental activities and cosmology topics, combined with the expansion of the degree of freedom offered to students from the perspective of inquiry-based teaching, can make Physics education more meaningful, critical, and engaging.