The experiment conducted by Eratosthenes marked the history of the shape of our
planet. Therefore, the problematization of the research seeks to understand: What are
the contributions of Eratosthenes' experience, in understanding the shape of the Earth,
when replicated by elementary school students? From this, provide the teacher with
conditions that facilitate learning activities based on the didactic strategy, taking into
account their experiences and professional suggestions, providing opportunities for
effective participation in their construction and promoting student learning. To this end,
a didactic sequence was developed in a 4th year elementary school class that sought
to contribute to the teaching-learning process in science classes using teaching
through the three pedagogical moments, structured by Delizoicov; Angotti and
Pernambuco (2002). A logbook, questionnaire with open questions, iconographic
elements such as images, sounds and videos of the actions related in the application
stages were used as an information instrument. In view of this, the finished study brings
reflections on some actions so that others can be refined and redirected, since the
results point to signs of evolution in students' knowledge, after applying the didactic
sequence of this study.
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