Discurso de un grupo de docentes de secundaria sobre las posibilidades de integrar temas de astronomía en sus clases

Abstract

This study investigates the perceptions of a group of teachers from a public school in San Cristóbal regarding the role Astronomy could play in their educational practice across different approaches and areas of pedagogy. The research focuses on four teachers from diverse subjects—Spanish language, ethics and religion, technology, and physics—examining how they currently integrate, or envision integrating, astronomy-related topics into their classes, and how they perceive their potential impact on students’ interest and learning. A qualitative methodology grounded in discourse analysis was employed. Semi-structured interviews were conducted to explore teachers’ opinions and experiences on predefined topics. From these interviews, a collective narrative was constructed, identifying recurring patterns and perspectives on Astronomy as an educational strategy. The study examines whether teachers view Astronomy as a means to foster curiosity, critical thinking, and scientific interest among students. It also explores their perspectives on using Astronomy as an interdisciplinary tool to support learning in mathematics, physics, history, culture, chemistry, and biology. Additionally, teachers’ views on the potential of Astronomy to promote collaboration and teamwork were analyzed through activities such as building solar system models, conducting sky observations, and engaging in group research projects. Overall, this study highlights teachers’ perspectives on the benefits of integrating Astronomy into school education, while also revealing that although some degree of integration is feasible, gaps in training remain a barrier to achieving full interdisciplinary implementation.