Teaching-Learning Moments during Night Sky Observations
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n1p168Keywords:
Sky observation, teaching-learning moments, STEM, Ethnomethodology, Conversation AnalysisAbstract
This article explores teaching-learning moments (TLMs) produced by participants in an astronomy outreach activity carried out in an outdoor space. We use the radical praxeological perspective of Ethnomethodology and Conversation Analysis (EMCA), which are radically praxiological approaches and adopt a natural attitude towards data (i.e., analyze naturally occurring interactions, regardless of whether they were submitted to the empirical look). Based on this perspective, we closely analyze four excerpts of interactions recorded during an observation event of Jupiter and Saturn in order to explore how guides/astronomers assist visitors to make sense of the abstract astronomical knowledge through practical observations of celestial bodies. This study focuses on how TLMs in non-formal environments adapt to the local contingencies and how their production is associated with the here-and-now of the interaction, which challenges the a priori description of this production for the purposes of didactic standardization.References
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Copyright (c) 2025 Szu Yu Lee, Raquel Abi-Sâmara, Joana Brás Varanda Marques, Ricardo Moutinho
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