对职前小学教师进行的关于一些基本天文主题的调查
Investigation carried out with pre-service elementary teachers on some basic astronomical topics
摘要：
我们进行情景诊断的主题天文学的职前小学教师，以尝试和开发教学工具，更好地与他们的正规教育。在这项工作中，我们提出了我们设计的仪器，以证明一些最常用的模型对一些基本的天文概念赋予他们。我们采用开放式的书面问卷，其中包括一组有限但具有代表性的基本天文学概念。我们讨论了两个第一个试点测试的结果，提供给30个人，我们评论必要的变化，以设计最终的问卷，然后提供给另一组51职前小学教师的仪器。对答案的详细定性分析揭示了许多众所周知的替代概念，以及其他似乎新的概念。我们发现，未来的教师在试图解释月球的运动和它的阶段有一个困难的时间。他们也遇到了困难，以认识和解释一些天文元素，使我们的日常语言的一部分，如流星的起源和真正的身份“卢塞罗”（即，金星）。在解释季节原因的答案中，我们发现了一个奇异的因果关系，我们认为迄今为止在文献中还没有充分强调。许多被询问的人并没有提出一个解释性的模型--一个原因，比如说，地轴的倾斜--来证明一个特定的现象--效果：地球上的季节--而是利用另一种现象/效果，在本案中与气候有关，来解释季节。然而，正如我们所知，这种现象/效应（气候）有很强的天文成分。我们在这里提出的前两个测试和最后使用的仪器的全部结果，我们得出一些结论。
英文摘要：
We perform a situational diagnosis in topics of astronomy of pre-service elementary teachers in order to try and develop didactic tools that better collaborate with their formal education. In this work we present the instrument we designed to put in evidence some of the most frequently used models on a few basic astronomical notions endowed by them. We work with an open written questionnaire comprising a limited but representative group of basic astronomical notions. We discuss the results of two first pilot tests, provided to 30 individuals, and we comment on the necessary changes applied to the instrument in order to design the final questionnaire, which was then provided to another group of 51 pre-service elementary teachers. A detailed qualitative analysis of the answers revealed many well-known alternative conceptions, and others that seem new. We find that prospective teachers have a hard time in trying to explain the movements of the Moon and its phases. They also meet difficulties to recognize and explain a couple of astronomical elements that make part of our ordinary language, like the origin of a shooting star and the real identity of the "lucero" (i.e., planet Venus). Amongst the answers offered to explain the causes of the seasons, we found a singular causality, which we think has not been sufficiently emphasized in the literature so far. Many of the inquired people did not advance an explicative model -a cause: say, the tilt of the Earth's axis- to justify a particular phenomenon -the effect: the seasons on the Earth-, but rather made use of another phenomenon/effect, in the present case related to the climate, in order to explain the seasons. However, as we know, this phenomenon/effect (the climate) has a strong astronomical component. We present here the full results of the first two tests and of the final instrument employed, and we draw some conclusions.
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