Abstract: Metaphrases were very popular in Byzantine scholarship; they were rewriting tools that aimed, among other things, to render poetic works in prose and vice versa for didactic purposes and, in the case of scientific texts, to make them easier to understand. Only one instance of a synoptic metaphrasis of Aratos' Phaenomena is known, the one preserved in MS. Oxford, Bodleian Library, Barocci 131 (13th century). This article presents the first philological study of this synoptic metaphrasis —as its title suggests—, traditionally attributed to Michael Psellos (PHI.147; Moore 2005). I examine its genesis, structure, content, sources, compositional methodology, rewriting strategies, authorship, and its function within the Barocci 131 in relation to other texts in the codex on astronomy, meteorology and physics attributed to Psellos.

Resumen: Las métafrasis, herramientas de reescritura cuyo objetivo era, entre otros, prosificar algunas obras en verso y viceversa con propósitos didácticos, y en el caso de los textos científicos favorecer su comprensión, fueron muy populares en el ámbito escolar bizantino. Solo se conoce un caso de metáfrasis sinóptica de los Fenómenos de Arato, la transmitida por el MS. Oxford, Bodleian Library, Barocci 131 (s. XIII med.). En este artículo se presenta el primer estudio filológico de esta metáfrasis de carácter sinóptico (como indica su título) que se ha vinculado tradicionalmente a Miguel Pselo (PHI.147; Moore 2005). Se estudia su génesis, estructura, contenido, fuentes, metodología compositiva, estrategias de rescritura empleadas y autoría, además de su función dentro del Barocci 131 en relación con otros textos del manuscrito sobre astronomía, meteorología y física atribuidos a Pselo.

Resumen En este trabajo empleamos los métodos de la arqueoastronomía para analizar la orientación, posiblemente astronómica, de grupos numerosos de torres funerarias chullpa, principalmente de los siglos XII al XVI, ubicadas en el valle del río Lauca del altiplano central boliviano. A pesar de su gran relevancia histórica, tanto en las creencias y costumbres funerarias de las poblaciones locales como en la constitución del paisaje en el altiplano, poco se sabe sobre la relación de estos monumentos mortuorios con el cielo. Varios autores, desde cronistas de la época colonial hasta exploradores más modernos, indican que las torres-tumba de estas regiones se orientan de forma tal, que partes importantes de su estructura (en general, los vanos o entradas de las chullpas) apuntan hacia el levante en el horizonte oriental, de manera de impregnarse de los primeros rayos del Sol. Sin embargo, el orto solar cambia su ubicación de manera notable en diferentes épocas del año. Dada la falta de información escrita u otra forma de documentación original, para poder afirmar el uso de una orientación sistemática es preciso efectuar la medida de un número estadísticamente significativo de monumentos. Presentamos aquí los resultados del análisis de la orientación espacial precisa de los vanos de 80 torres medidas in situ durante un trabajo de campo en el valle del río Lauca. Hallamos que, excepto unas pocas, todas las construcciones poseen los ejes de los vanos orientados hacia oriente y dentro del rango solar, entre los acimuts extremos del movimiento anual del Sol al cruzar el horizonte local, con una concentración notable de entradas que apuntan levemente hacia el norte del este. El presente constituye el primer estudio sistemático sobre las orientaciones de las chullpas del río Lauca y puede proporcionar información crucial para comprender la evolución y el alcance del fenómeno chullpario en el altiplano boliviano y en toda la región circundante.

Abstract In this work we employ the methods of archaeoastronomy to analyze the orientation, possibly astronomical, of nume-rous groups of chullpa funerary towers, mainly from the 12th to 16th centuries, located in the Lauca River valley of the central Bolivian highlands. Despite their great historical relevance, both regarding the beliefs and funerary customs of the local populations and the characteristics of the landscape in the highlands, little is known about the relationship of these mortuary monuments with the sky. Several authors, from chroniclers of the colonial era to more modern explorers, indicate that the tomb towers of these regions are oriented in such a way that important parts of their structure (in general, the entrances of the chullpas) point towards the sunrise on the eastern horizon, in order to be imbued with the first rays of the Sun. However, the sunrise changes its location noticeably at different times of the year. Given the lack of written information or other forms of original documentation, in order to affirm the use of a systematic orientation, it is necessary to measure a statistically significant number of monuments. We present here the results of the analysis of the precise spatial orientation of the entrances of 80 towers measured in situ during field work in the Lauca River valley. We find that, except for a few, all the buildings have the openings' axes oriented towards the east and within the solar range, between the extreme azimuths of the annual movement of the Sun as it crosses the local horizon, with a notable concentration of entrances that point slightly towards the north of due east. Our work is the first systematic study of the orientations of the chullpa towers of the Lauca River and can provide crucial information to understand the evolution and scope of the chullpa phenomenon in the Bolivian highlands and in the entire surrounding region.

Abstract This paper aimed to analyze the effectiveness of the CCWorldWeatherGen tool, focusing on climate change in São Paulo, São Paulo State, Brazil. For this, dry-bulb temperature, relative humidity, global solar radiation, and wind speed data from the test reference year weather file (1954) and the CCWorldWeatherGen file for the 2020 period (representing the 2011-2040 period) were compared with observational data collected between 2011 and 2023 by the Meteorological Station of the Institute of Astronomy, Geophysics, and Atmospheric Sciences of the University of São Paulo. The accuracy of variables predicted using weather files was evaluated using five statistical measures of error. Annual relative root mean square error (RRMSE) values for dry-bulb temperature, relative humidity, global solar radiation, and wind speed in the morphed weather file were 17.04% (good), 17.95% (good), 31.57% (poor), and 224.44% (poor), respectively. It is concluded that CCWorldWeatherGen is suitable for generating future weather files with complete information, mainly for its practicality. However, this approach requires caution, as sequences depend on the consistency of the weather file used as a basis. tool State Brazil drybulb dry bulb temperature humidity radiation 1954 (1954 202 representing 20112040 2040 2011-204 201 Astronomy Geophysics RRMSE (RRMSE 1704 17 04 17.04 good, good , (good) 1795 95 17.95 3157 31 57 31.57 poor, poor (poor) 22444 224 44 224.44 respectively information practicality However caution basis 195 (195 20 2011204 204 2011-20 170 1 0 17.0 (good 179 9 17.9 315 3 5 31.5 (poor 2244 22 4 224.4 19 (19 2 201120 2011-2 17. 31. 224. (1 20112 2011- (

Resumo O objetivo deste artigo foi analisar a eficácia da ferramenta CCWorldWeatherGen, considerando as mudanças climáticas na cidade de São Paulo. Para tanto, as variáveis temperatura do ar (bulbo seco), umidade relativa do ar, radiação solar global, e velocidade do vento do arquivo climático de referência, de 1954, e do arquivo climático gerado pelo CCWorldWeatherGen para 2020 (representa 2011 a 2040), foram comparadas com observações da Estação Meteorológica do Instituto de Astronomia, Geofísica e Ciências Atmosféricas da Universidade de São Paulo, obtidas entre 2011 e 2023. A acurácia das variáveis dos arquivos climáticos foi avaliada por meio de cinco indicadores de erro. Os resultados da raiz do erro quadrático médio relativo (RRMSE) anual para a temperatura de bulbo seco do ar, umidade relativa do ar, radiação solar horizontal global, e velocidade do vento foram 17,04% (bom), 17,95% (bom), 31,57% (ruim) e 224,44% (ruim), respectivamente. A ferramenta CCWorldWeatherGen é adequada, especialmente por sua praticidade, para gerar futuros arquivos climáticos com informações completas. Mas seu uso demanda cautela porque as progressões dependem da consistência dos dados do arquivo climático utilizado como base. Paulo tanto seco, , seco) global referência 1954 202 representa 201 2040, 2040 2040) Astronomia 2023 RRMSE (RRMSE 1704 17 04 17,04 bom, bom (bom) 1795 95 17,95 3157 31 57 31,57 ruim (ruim 22444 224 44 224,44 ruim, respectivamente adequada praticidade completas base 195 20 204 170 1 0 17,0 (bom 179 9 17,9 315 3 5 31,5 2244 22 4 224,4 19 2 17, 31, 224,

ABSTRACT Efforts to mainstream interculturality in Chilean education are stressed by the standardization of learning results. This harms the dialogue between science and the knowledge developed by indigenous peoples. Particularly, astronomy presents significant contrasts with different worldviews, for example, the moon’s phases, the position of the sun, the seasons, among others. These contrasts motivate this study, in such a way that the objective of this research is to analyze the effects of the knowledge dialogue between the Aymara people, modern astronomy, and the alternative conceptions of first-year students of the Eagles' College in Iquique with respect to the topic of the Moon’s phases. For this purpose, a diagnosis of alternative conceptions was carried out on a group of 14 students. Subsequently, the same students participated in an intercultural astronomy activity, and the conceptual changes were evaluated. For this, the Hake index was used, which allows measuring the learning gain. In the diagnosis, it was shown that the majority of students present alternative conceptions about the Moon’s phases, such as, for example, 64.3% of the students believed that during a solar eclipse the Moon is in the full Moon phase. And regarding the evaluation of the effectiveness of the knowledge dialogue, the group demonstrates a gain in the average level of learning, determined by g = 0.468. Thus, it is concluded that the dialogue of knowledge favors both conceptual change and the learning of concepts associated with Moon’s phases.

RESUMEN Los esfuerzos por transversalizar la interculturalidad en la educación chilena están tensionados por la estandarización de los resultados de aprendizaje. Esto perjudica el diálogo entre la ciencia y los saberes desarrollados por los pueblos originarios. Particularmente, la astronomía presenta contrastes significativos con las distintas cosmovisiones, por ejemplo, las fases de la Luna, la posición del Sol, las estaciones y entre otros. Estos contrastes motivan este estudio, de modo que el objetivo de esta investigación es analizar los efectos del diálogo de saberes entre el pueblo aymara, la astronomía moderna y las concepciones alternativas de estudiantes de primero medio del establecimiento Eagles’ College de Iquique, con respecto al tema de las fases de la Luna. Para ello se realizó un diagnóstico de concepciones alternativas a un grupo de 14 estudiantes. Posteriormente estos estudiantes participaron en una actividad de astronomía intercultural y se evaluaron los cambios conceptuales. Para lo cual se utilizó el índice de Hake, que permite medir la ganancia en el aprendizaje. En el diagnóstico, se demostró que la mayoría de los estudiantes presentan concepciones alternativas, por ejemplo, el 64,3% de los estudiantes creía que durante un eclipse solar la Luna se encuentra en fase llena. Y respecto a la evaluación de efectividad del diálogo de saberes, el grupo demuestra una ganancia en el nivel medio de aprendizaje, determinado por un g = 0,468. De modo que, se concluye que el diálogo de saberes favorece tanto al cambio conceptual como al aprendizaje de conceptos asociados a fases de la Luna.

Resumen En su artículo “La verdad y el éxito de la ciencia: A propósito de un artículo de P. Kyle Stanford” (2002), Manuel Comesaña aborda cuestiones fundamentales sobre la naturaleza y el éxito de la ciencia, tomando como referencia el artículo de P. Kyle Stanford para proceder a su análisis crítico. Aunque el foco central de ambos trabajos no se encuentra específicamente en la revolución copernicana, es relevante analizar cómo ambos autores utilizan este ejemplo histórico proveniente de la astronomía para ilustrar sus compromisos metafísicos. El análisis riguroso de este episodio historiográfico proporcionará mejores fundamentos para la discusión más amplia sobre el debate realismo-antirrealismo. Es por esto que vamos a realizar un estudio crítico con su posterior corrección sobre la manera en que ambos autores configuran su relato para la ejemplificación de sus posturas. Lo que venimos a aportar con nuestro comentario no es una posición que intente dar cuenta del éxito de las propuestas antirrealistas que les interesa debatir a los autores, sino que pretendemos arrojar luz sobre el tratamiento que se le dio al caso histórico de modo de clarificar ciertos puntos oscuros en el debate.

Abstract In his article “La verdad y el éxito de la ciencia: A propósito de un artículo de P. Kyle Stanford” (2002), Manuel Comesaña addresses fundamental questions about the nature and success of science, taking P. Kyle Stanford’s article as a reference for his critical analysis. Although the central focus of both works is not specifically on the Copernican Revolution, it is relevant to analyse how both authors use this historical example from astronomy to illustrate their metaphysical commitments. Rigorous analysis of this historiographical episode will provide better foundations for the broader discussion of the realism-anti-realism debate. It is for this reason that we will undertake a critical study and subsequent correction of the way in which both authors set up their accounts to exemplify their positions. What we have come to contribute with our commentary is not a position that attempts to account for the success of the anti-realist proposals that the authors are interested in debating, but rather we intend to shed light on the treatment given to the historical case in order to clarify certain obscure points in the debate.

Abstract: This study aimed to analyze how inclusion is addressed in academic papers presented at the National Symposium on Astronomy Education (SNEA). Thus, Oral Communication, and Panel Communications were selected in the proceedings of editions between 2011 and 2018. These papers were analyzed theoretically, in an attempt to identify whether the inclusion of students with disabilities was addressed, and how it was treated concerning Astronomy teaching. Content analysis was used in the elaboration of categories, namely: inclusion linked to the specificity of the individual and disability or, the relationship with inclusion related to culture, for the elaboration of the following descriptors: space and level of education, type of inclusion, origin of the research and Astronomy content. The results point to the need for studies that address the teaching of Astronomy to Special Education students, aiming to fill the gaps identified in this investigation. Abstract SNEA. SNEA . (SNEA) Thus Communication 201 2018 theoretically categories namely or culture descriptors education content investigation (SNEA 20 2

Resumo: Esta pesquisa teve como objetivo analisar como a inclusão é abordada nos trabalhos acadêmicos apresentados no Simpósio Nacional de Educação em Astronomia (SNEA). Dessa forma, foram selecionados trabalhos de Comunicação Oral e Comunicação de Painel nos Anais das edições entre 2011 e 2018. Esses trabalhos foram analisados teoricamente, buscando identificar se a inclusão de alunos com deficiência foi abordada e de que forma foi tratada em relação ao Ensino de Astronomia. A análise de conteúdo foi utilizada na elaboração das categorias de abordagem: inclusão vinculada à especificidade do indivíduo/deficiência, ou, relação com a inclusão relacionada à cultura, para a elaboração dos descritores: espaço e nível de ensino, tipo de inclusão, origem da pesquisa e conteúdo da disciplina de Astronomia. Os resultados apontam a necessidade de estudos que abordem o Ensino de Astronomia para os estudantes público-alvo da Educação Especial, visando suprir as lacunas identificadas nesta investigação. Resumo SNEA. SNEA . (SNEA) 201 2018 teoricamente abordagem indivíduodeficiência indivíduo indivíduo/deficiência ou cultura descritores ensino públicoalvo público alvo Especial investigação (SNEA 20 2

This article aims to verify Kepler’s Third Law for different astronomical systems across various distance scales, such as Jupiter and its four Galilean moons, as well as the Solar System, exoplanets, and galaxies. In the case of Jupiter, we used real and simulated data using the Contemporary Laboratory in Astronomy (CLEA) program, using the equivalence between Simple Harmonic Motion (SHM) and Uniform Circular Motion (UCM). For the Solar System and exoplanets, we employed data from NASA’s space missions, and for galaxies, we utilized data regarding the motion of nearby stars around the Sagittarius A* black hole in the Milky Way. Kepler’s law is verified at lunar, planetary, and exoplanetary scales and is also approximately satisfied for Sagittarius A*. However, Kepler’s Third Law does not hold for the overall motion of stars around galactic centers, as the rotation curves of galaxies exhibit behavior different from that predicted by the inverse square law. It is possible that the influence of dark matter may be dominant in these systems. Keplers Kepler s moons exoplanets CLEA (CLEA program SHM (SHM UCM. UCM . (UCM) NASAs NASA missions A Way lunar planetary However centers (UCM

Este artigo tem como objetivo verificar a terceira lei de Kepler para diferentes sistemas astronômicos em diversas escalas de distância, tais como Júpiter e suas quatro luas Galileanas, bem como o Sistema Solar, exoplanetas e galáxias. No caso de Júpiter utilizamos dados reais e simulados usando o programa Contemporary Laboratory in Astronomy (CLEA) valendo-se da equivalência entre o movimento harmônico simples (MHS) e movimento circular uniforme (MCU). Para o Sistema Solar e exoplanetas usamos dados das missões espaciais da NASA, e para galáxias, usamos dados do movimento de estrelas próximas do buraco negro Sargittarius A* da Via Láctea. A lei de Kepler é verificada nas escalas lunares, planetárias e exoplanetárias, sendo aproximadamente satisfeita também para Sargittarius A*. Por outro lado, a Terceira lei de Kepler não se verifica para o movimento geral de estrelas ao redor dos centros galácticos, pois as curvas de rotação de galáxias apresentam comportamento diferente do estabelecido pela lei do inverso do quadrado e é possível que a influência da componente de matéria escura seja dominante nestes sistemas. distância Galileanas CLEA (CLEA valendose valendo MHS (MHS MCU. MCU . (MCU) NASA Láctea lunares exoplanetárias lado galácticos (MCU

In the present work we carried out Eratosthenes’ experiment using the full Moon as light source, in other words, we carried out the experiment at night. The measurements were conducted in the cities of Goiânia-GO and Carolina-MA. The collected data were interpreted using three different models: i) the model with the same longitude (the Eratosthenes’ standard model); ii) the generalized model for cities separated in both latitude and longitude; iii) the generalized model supplemented with the value of the latitude of the northernmost city (the city of Carolina). The values obtained in the three models, R 1 = ( 6.3 ± 0.1 ) × 10 3 k m, R 2 = ( 6.2 ± 0.2 ) × 10 3 k m and R 3 = ( 6.2 ± 0.2 ) × 10 3 k m, are in full agreement with the average volumetric radius of the Earth, R N A S A = 6.371 × 10 3 k m. This comparison shows the coherence of the models as well as the good quality of the experimental data. We hope that this work is going to stimulate debates about theoretical models and experimental implementations aimed to estimate sizes and distances on Earth and in the Solar System. Eratosthenes source words night GoiâniaGO Goiânia GO CarolinaMA. CarolinaMA Carolina MA. MA Carolina-MA i model) ii iii Carolina. . Carolina) 63 6 6. 01 0 0. 62 02 6371 371 6.37 System 637 37

No presente trabalho realizamos o experimento de Eratóstenes utilizando a Lua cheia como fonte de luz, ou seja, fizemos o experimento à noite. As medidas foram conduzidas nas cidades de Goiânia-GO e Carolina-MA. Os dados coletados foram interpretados utilizando-se três modelos diferentes: i) o modelo de mesma longitude (o modelo padrão de Eratóstenes); ii) o modelo generalizado para cidades separadas tanto em latitude quanto em longitude; iii) o modelo generalizado acrescido do valor da latitude da cidade mais ao Norte (a cidade de Carolina). Os valores obtidos nos três modelos, R 1 = ( 6,3 ± 0,1 ) × 10 3 k m, R 2 = ( 6,2 ± 0,2 ) × 10 3 k m e R 3 = ( 6,2 ± 0,2 ) × 10 3 k m, estão em pleno acordo com o valor do raio médio volumétrico da Terra, R N A S A = 6,371 × 10 3 k m. Essa comparação mostra a coerência dos modelos bem como a boa qualidade dos dados experimentais. Esperamos que o presente trabalho estimule debates sobre modelos teóricos e implementações experimentais voltados às estimativas de tamanhos e distâncias na Terra e no Sistema Solar. luz seja noite GoiâniaGO Goiânia GO CarolinaMA. CarolinaMA Carolina MA. MA Carolina-MA utilizandose se diferentes i Eratóstenes) ii iii Carolina. . Carolina) 63 6 6, 01 0 0, 62 02 6371 371 6,37 Solar 637 37

Abstract: This article aims to identify and analyze dissertations and theses defended between 1972 and 2019, which used Vygotsky as a reference and dealt with pedagogical practices in the teaching of modern and contemporary physics in secondary schools. The theses were classified using institutional and pedagogical analysis descriptors to understand the main characteristics of each investigation. Thirty-four studies were found within this framework, most of which dealt with school practices related to astronomy and cosmology, quantum physics, and nuclear physics. Regarding pedagogical models, we found 18 studies aligned with the STS model and 16 with constructivist practices. These models use teaching methods and strategies close to Vygotsky’s sociocultural theory, and four use teaching strategies antagonistic to Vygotsky’s. Abstract 197 2019 schools investigation Thirtyfour Thirty framework cosmology 1 Vygotskys s theory Vygotskys. s. 19 201 20 2

Resumo: Este artigo trata de uma pesquisa do tipo Estado da Arte cujo objetivo foi identificar e analisar as dissertações e teses defendidas no período de 1972 a 2019, que usaram como referencial o autor Vigotski e que trataram de práticas pedagógicas sobre ensino de Física Moderna e Contemporânea para o Ensino Médio. Os trabalhos foram classificados por meio de descritores de análise, institucionais e pedagógicos, para a compreensão das principais características das pesquisas. Foram localizadas 34 pesquisas dentro desse escopo, das quais a maioria abordou práticas escolares relacionadas à Astronomia e Cosmologia, Física Quântica e Física Nuclear. Sobre os Modelos Pedagógicos, foram encontradas 18 pesquisas alinhadas ao modelo CTS e 16 práticas construtivistas. Esses modelos utilizam métodos e estratégias de ensino que estão próximos à Teoria Sociocultural de Vigotski, e quatro, com estratégias de ensino antagônicas às vigotskianas. Resumo 197 2019 Médio análise pedagógicos 3 escopo Cosmologia Nuclear Pedagógicos 1 construtivistas quatro vigotskianas 19 201 20 2

Abstract In this study, we present the process of understanding complex astronomical concepts through a school activity that involved observing a planet with a telescope. During this activity, we tracked the development of the concept of the observed object. Through discussions and interactions with more knowledgeable partners, the object initially identified as a star was reinterpreted and understood as a planet. We analyzed this conceptual development using the Theory of Historical-Cultural Activity, viewing it as a process of increasing complexity. Data for this study was collected through voice recordings, photographs, and written notes made during the astronomical observation activity. We were able to identify that new forms of mediation emerged during the interactions between the participants and the researcher, as well as with the observation instruments. This interaction allowed for the development of more complex ideas and facilitated the ‘transformation’ of the object from a star to a planet. telescope partners HistoricalCultural Historical Cultural Activity complexity recordings photographs researcher instruments ‘transformation transformation

Resumo Neste estudo apresentamos o processo de complexificação de conceitos astronômicos por meio de uma atividade escolar de observação de um planeta por telescópios. Durante esta atividade, acompanhamos o desenvolvimento do conceito do objeto observado. Por meio da negociação de significados e a ampliação dos instrumentos mediadores estabelecidos e desenvolvidos com parceiros mais capazes, o objeto observado, inicialmente tratado como uma estrela, foi complexificado e ressignificado como planeta. Analisamos o desenvolvimento conceitual por meio da Teoria da Atividade Cultural Histórica como um processo de complexificação do conceito. Os dados foram coletados por meio de gravações de voz, imagens fotográficas e registros escritos ao longo do desenvolvimento da atividade de observação astronômica. A partir da análise foi possível identificar que novas mediações foram estabelecidas durante a interação dos sujeitos com o pesquisador e os instrumentos de observação, que possibilitaram enunciados mais complexos, permitindo identificar a ‘transformação’ de estrela em planeta. telescópios observado capazes voz astronômica complexos ‘transformação transformação

Abstract: This paper presents an overview of the themes and contents covered in Astronomy Education Research conducted in postgraduate programs in Brazil between 1973 and 2018. The researchers used Content Analysis to deal with 490 studies and identify the most discussed themes and their correlation with different stages of education, including Basic Education, Higher Education, and Non-School Education. The results showed that the Sun-Earth-Moon system is the most discussed theme in Elementary and Secondary Education, while Celestial Mechanics and gravity are more prevalent in Higher Education. Research on Non-School Education often does not focus on specific themes. The researchers discovered a central focus on teaching and learning processes, reflected in the emphasis on content and method. The study identifies trends and gaps that can contribute to developments in this field. Abstract 197 2018 49 education NonSchool Non School SunEarthMoon Sun Earth Moon processes method field 19 201 4 1 20 2

Resumo: Esta pesquisa, do tipo Estado da Arte, apresenta um recorte sobre temas e conteúdos abordados nos estudos sobre Educação em Astronomia produzidos em cursos de pós-graduação no Brasil, de 1973 a 2018. Foram recuperados e analisados 490 estudos, por meio da ferramenta metodológica Análise de Conteúdo. Identificados os mais abordados, correlaciona-se a abordagem com as diferentes etapas da Educação Básica, com o Ensino Superior e com a Educação Não Escolar. O Sistema Sol-Terra-Lua destaca-se no Ensino Fundamental e Médio, enquanto no Ensino Superior, observa-se a predominância de estudos em Mecânica Celeste e Gravitação. As pesquisas na Educação Não Escolar, em geral, não se dedicam a temas específicos. A correlação entre Temas e Conteúdos e o Foco Temático têm ênfase em Conteúdo e Método, refletindo atenção central nos processos de ensino e aprendizagem. Desse modo, indica-se tendências e lacunas com o propósito de contribuir com o desenvolvimento da área. Resumo pesquisa Arte pósgraduação pós graduação Brasil 197 2018 49 correlacionase correlaciona Básica Escolar SolTerraLua Sol Terra Lua destacase destaca Médio observase observa Gravitação geral específicos Método aprendizagem modo indicase indica área 19 201 4 1 20 2

Abstract: This study aimed to analyze the scientific literature on astronomy’s teaching in basic education, with a particular focus on the initial years of elementary school. Specifically, the review examined a fifteen-year period (2007-2021) of Caderno Brasileiro de Ensino de Física (CBEF) publications. The material published before, during, and after the approval of the BNCC and the International Year of Astronomy in 2009 was subjected to a systematic literature review with a sample of 44 articles. It was evident that there was a consensus regarding the importance of astronomy education, the need for continuous teacher training, and the reevaluation of teacher formation. The Year of Astronomy had a significant impact on the number of articles published, while the implementation of the BNCC was associated with a modest increase. Additionally, the works exhibit minimal regional or gender diversity, indicating a multifaceted and comprehensive scenario in a rich field of research with significant potential for further exploration. Abstract astronomys s education school Specifically fifteenyear fifteen year 20072021 2007 2021 (2007-2021 CBEF (CBEF publications before during 200 4 training formation increase Additionally diversity exploration 2007202 202 (2007-202 20 200720 (2007-20 2 20072 (2007-2 (2007- (2007 (200 (20 (2 (

Resumo: Esse estudo teve como objetivo analisar produções científicas sobre o Ensino de Astronomia na Educação Básica, com enfoque nos anos iniciais do Ensino Fundamental. Especificamente, examinou um período de quinze anos (2007 a 2021) das publicações da revista Caderno Brasileiro de Ensino de Física (CBEF), da UFSC. Foram analisados trabalhos publicados antes, durante e após a aprovação da BNCC e do Ano Internacional da Astronomia, em 2009. A metodologia usada foi a revisão bibliográfica sistemática. Identificou-se consenso sobre a relevância do Ensino de Astronomia, a necessidade de formação contínua de professores e a reavaliação da formação. Observou-se um grande impacto do Ano da Astronomia na quantidade de trabalhos publicados, enquanto a implementação da BNCC relaciona-se a um aumento mais modesto. Constatou-se pouca diversidade regional e de gênero nos trabalhos, apontando para um cenário multifacetado e abrangente, em um campo de pesquisa rico a ser explorado. Resumo Básica Fundamental Especificamente 2007 (200 2021 CBEF, CBEF , (CBEF) UFSC antes 2009 sistemática Identificouse Identificou se Observouse Observou relacionase relaciona modesto Constatouse Constatou abrangente explorado 200 (20 202 (CBEF 20 (2 2 (

SIGNIFICANCE: The launch of the Southern African Large Telescope (SALT) in 2005, and the introduction of astronomy outreach to interface with the general public, signified a turning point in South African astronomy. We conducted a small study to begin to understand the perceptions of the community that hosts the research facility in Sutherland, in the Northern Cape Province, South Africa. There is an ongoing need for good stakeholder engagement for sustainability. Scientists need critically to consider and review engagement processes with remote communities, including those flanking astronomy infrastructures.

In hierdie artikel word die kwaliteit beoordeel van die navorsing wat in die vier artikels, gepubliseer onder die tema "Geloof en Wetenskap" in die Tydskrif vir Geesteswetenskappe, 63(2):192-261 tot uitdrukking kom. As vertrekpunt dien die oortuiging dat alle standpunte en menings rasioneel en krities beoordeel moet word om die feitelikheid, oftewel waarheidsgehalte daarvan te bepaal. In die ondersoek word die wetenskaplike navorsingsproses in ag geneem en die standpunt verdedig dat natuurwetenskaplike en geesteswetenskaplike navorsing nie wesenlik van mekaar verskil nie. Dit wys die standpunt van die navorsers af dat geesteswetenskaplike navorsing vanuit bepaalde geloofsvoorveronderstellings gedoen mag word. Daar word verder geargumenteer dat waarheid en geskiedenis ten nouste met mekaar saamhang, want wat in een eeu waar mag wees, kan in 'n volgende eeu as onwaar bewys word; daarom is 'n historiese bewussyn van die allergrootste belang. Die gebrek aan 'n sodanige bewussyn kan navorsers duur te staan kom, omdat hulle uitsprake kan maak en standpunte kan inneem wat histories nie korrek is nie. Die navorsers van die onderhawige artikels se poging om te bewys dat Genesis 1-3 met die moderne natuurwetenskaplike resultate versoen kan word, is onoortuigend, omdat hulle nie die historiese en kulturele kontekste van dáárdie verhale in ag neem nie. Voorts lees die navorsers hul oortuigings in die tekste in en laat sodoende die Bybel buikspreek.

The article critically assesses the quality of the research of four articles published under the theme "Faith and the Natural Sciences" in the Journal of Humanities, 63(2):192-261. Lewis Vaughn's statement in his book The Power of Critical Thinking is taken as cue for assessing the articles. He wrote (Vaughn, 2005:3): "Critical thinking focuses not on what causes a belief, but whether it is worth believing. A belief is worth believing, or accepting, if we have good reasons to accept it." The conclusion of the authors already expressed in the first of the articles, namely that the Bible and the Christian religion support the results of modern science, is scrutinised critically in the current article. In the first section the issue of how researchers are able to distinguish between truth and falsity is discussed. The authors of the articles under discussion answered this question in terms of a scientific method consisting of the following steps: (1) observation, (2) questioning, (3) formulation of a hypothesis, (4) challenging the hypothesis, (5) formulation of a theory. However, they are of the opinion that research done by natural scientists differs from the kind of research done by researchers in the humanities, social sciences and religion. According to them the latter group may commence their research with presuppositions. Research in theology may serve as an example. According to their reasoning religious convictions are allowed to guide the research. They therefore distinguish between religious convictions and interpretations based on religious convictions respectively. Researchers in theology may critically assess the quality of the interpretations - but never the religious convictions themselves since this can lead to questioning of eternal religious truths. While I agree with their exposition of the scientific process as a method of discovering the truth about an aspect of the world in which we live, I argue against their conviction that research done in the humanities, social sciences and religion differs from that done in the natural sciences and that faith convictions are allowed to play a role in the research process. My argument is illustrated with reference to two examples - one from the natural sciences, and one from the human sciences. The example from the natural sciences focuses on astronomy and the paradigm shift brought about by Copernicus's (1774-1543) and Galileo Galilei's (1564-1642) investigations. Prior to their research findings astronomers were convinced that the earth is the centre of the universe and that the sun, moon and planets revolve around the earth. The abovementioned observations led to the discarding of the geocentric model of the universe. However, Copernicus's and Galileo's new hypothesis was not immediately accepted. It took time before the heliocentric model of the universe was accepted. This shift can also be called a shift in perspective. The different scholars looked at the same natural phenomena but saw different pictures. The identification of sources in the Pentateuch serves as an example of a similar process in the human sciences. Jean Astruc (1684-1766) believed that Moses was the author of the Pentateuch. However, his research of the book of Genesis revealed that Moses had used different names for God: Elohim and Yahweh. This led Astruc to formulate the hypothesis that Moses had used two older sources (E and J) to write the book of Genesis. He also identified a third source consisting of smaller fragments in Genesis. This was the beginning of the so-called four-sources hypothesis concerning the origin of the Pentateuch and resulted in the identification of the sources J, E, D, and P. Julius Wellhausen (1844-1918) used this hypothesis to argue that the priestly material (the laws, regulations and prescriptions) originated after the prophetic material. He discarded the old conviction that the priestly material originated during the early history of Israel. This also led to questioning of the conviction that Moses was the author of the Pentateuch. It would appear that the authors of the articles under consideration are totally oblivious of recent research findings, since they still refer to Moses as the author of Genesis. In the second section of the current article the relationship between truth and history is discussed. In the first sub-section of this part of the article the dawn of a historical consciousness in the Western world is considered. Charles Darwin (1809-1882) benefitted from such consciousness. He merged history with biology and argued that animal and plant species are not static, but that they do change over time. This led to his book The Origin of Species published in 1859 which the authors of the four articles erroneously referred to as the 18th century. The second sub-section of this part of the article discusses Thomas Kuhn's (1922-1996) identification of paradigms and paradigm shifts in the history of the natural sciences. It is subsequently argued that the history of biblical research reflects similar paradigms and paradigm shifts and concludes that there was a major paradigm shift towards the end of the 19th and the beginning of the 20th century. This shift entails a different look at the Bible. The Bible was no longer regarded as a special book containing the words of God. Rather, scholars became convinced that the Bible was entirely a human book. James Barr (1924-2006) eloquently formulated it as follows (1973:120): "If one wants to use the Word-of-God type of language, the proper term for the Bible would be Word of Israel, Word of some leading early Christians." The previous two sections of the current article identified the defects in the arguments entertained in the articles under discussion (June, 2023). The authors'assumption that research in the humanities and social sciences differs from scientific research is found to be problematical. Furthermore, they would appear to disregard the research history of the subjects they are comparing, since no mention is made of the paradigm shift in biblical studies. But that is not all, the authors also superimposed their convictions onto the text of the Bible as if such convictions were shared by people living in the ancient Near Eastern world. In the third section of the current article Genesis 1:1-2:4a and Genesis 2:4b-3:24 are properly analysed as etiological stories to drive home the nail that the research as reflected in said articles is unconvincing.