Teaching-learning of daytime astronomy in primary education through "Problematized sequences" based on "Evolutionary maps"

There is an urgent need to improve Science teaching at all educational levels, and the development of curricular material that has been tested experimentally is undoubtedly one of the necessary strategies. This paper intends to show, through the specific case of daytime astronomy, how descriptive "problematized sequences" based on "evolutionary maps" are an effective tool for bringing children closer to their environment, developing scientific ways of thinking, improving their attitude toward science and establish the descriptive cognitive structures needed for learning explanatory theories in later stages.