ASTRONOMY IN PHYSICS EDUCATION: INTEGRATING PLUGGED AND UNPLUGGED PROGRAMMING TO PROMOTE COMPUTATIONAL THINKING IN TEACHER TRAINING

Abstract

This study explores the integration of plugged and unplugged programming in Physics teacher training, with an emphasis on Astronomy education in the context of Brazilian basic education. Through an applied qualitative research approach, a didactic sequence was developed to promote computational thinking (CT) and logical reasoning (RL) among teachers. The central question that guided the research was: "What plugged and unplugged activities can be used to study Astronomy, aiming to develop CT and RL in teacher training?" The methodology included a systematic literature review, bibliographic research, assessment questionnaires, systematic observation, field diary records, and audiovisual materials. The study involved a group of 10 teachers, called experts, who evaluated the sequence in a face-to-face school environment in Porto Alegre, RS, in 2024. The product, entitled Cosmic Codes: A Programmed Journey through the Solar System, comprised a series of plugged-in activities (such as block-based coding) and unplugged activities (such as board games, cards, and flashcards), designed for 9th grade and 1st grade high school students. The results indicated that 80% of teachers considered the activities effective in promoting CT and RL, highlighting the accessibility of unplugged programming in contexts with limited resources and the potential of plugged-in programming to deepen computational skills. The sequence aligned with the general competencies of the National Common Curricular Base (BNCC), especially those related to the critical use of technologies (Competency 5) and problem-solving (Competency 6). This work contributes to filling the gap in teaching materials in Brazil, suggesting an inclusive and equitable approach to computer education, with implications for teacher training and classroom practice.