Diseño de una secuencia topocéntrica de enseñanza-aprendizaje de las estaciones del año para nivel primario

Abstract

The design and evaluation process of a teaching-learning sequence about the seasons phenomenon using design-based research is described in this study. The proposal was designed using the topocentric frame of reference and implemented as the initial stage of the research in a sixth grade of primary education. The results obtained seem to indicate that the proposal is viable to achieve an adequate understanding of the phenomenon from a local point of view. Conclusions for the redesign of the sequence for future implementations and some contributions of this research for astronomy teaching at primary education are presented.