http://arxiv.org/abs/2304.01131
One of the main difficulties that students have in learning astronomy topics is that they fail to relate theoretical information with what they experience in the world around them. The construction by students of a conceptual framework in accordance with the astronomical scientific model demands changes in the current teaching approach. Within this framework, Cultural Astronomy (CA) is a discipline that we can use to rethink new didactic strategies. This paper presents two contextualized proposals from CA. In the first one, the teaching of space and time concepts is approached through traditional examples of orientation by the stars and the use of the calendar, using the case of historical ocean navigation without advanced instruments already highlighted in ethnoastronomical studies. In the second, these concepts are worked on from a case study, this time archaeoastronomical: the monumental horizon calendar of the Chankillo archaeological site, and then continue with the local identification of horizon markers that allow students to build their own calendars. The aim is to illustrate ways of introducing CA elements in didactic units that have as one of their main objectives that the students manage to establish correspondences between constructions of the micro to the mega-space that surrounds them.
F. Karaseur, J. Bastero, S. Garofalo, et. al.
Tue, 4 Apr 23
86/111
Comments: Article in Spanish. Published version available at this http URL