Implications of school visits to a planetarium on teaching and learning Astronomy from the perspective of teachers

Abstract

This qualitative, exploratory research investigates the motivations and perceived benefits of teachers scheduling sessions at the UFSJ planetarium for their students. A survey was designed to delineate the teachers' profiles and understand the reasons underlying their decisions, as well as to gauge their perception of the educational value of such visits. Thirty-seven Basic Education teachers participated in the study by responding to a questionnaire. The findings suggest that teachers, in general, are interested, but they acknowledge a lack of sufficient knowledge in the subject due to inadequate initial training. Despite this, the motivations behind scheduling planetarium visits were found to be diverse and can be classified into five categories. Overall, teachers positively appraise the visits, highlighting the interactive learning opportunities and the engaging and inspiring educational experiences they provide for their students.