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In order to investigate the students' conceptions in a Professional Education school, regarding the subsumers necessary for the approaches of the astronomical phenomena, a data collection instrument, a semi-structured pre-test, was first elaborated. Student responses were categorized according to the levels presented in the test from the naive and non-coherent (according to current scientific models) to scientifically accepted answers as correct or close to them. In view of the initial results, a didactic proposal was developed using simulation and computational modeling in classes with psychopedagogical interventions in order to verify evidence of significant learning, according to Ausubel's Significant Learning Theory (TAS), throughout the research process not investigated in this research). Thus, it was verified that, few students had some previous knowledge necessary for the learning of the astronomical phenomena.

Concepções alternativas da temática de Terra como Corpo Cósmico de alunos em uma escola de educação profissional