High School Teacher Training in the Context of Aerospace Education Through the use of Educational Space Kits CubeSats with a Focus on Computational Thinking – CVT-E Augusto Severo

Authors

José Soares Batista Lopes IFRN
Jefferson Doolan Fernandes Federal Institute of Education, Science and Technology of Rio Grande do Norte, Parnamirim Campus https://orcid.org/0009-0000-1778-4807
Adriana Elysa Alimandro Corrêa Regional Unit of Rio Grande do Norte, Brazilian Space Agency https://orcid.org/0009-0008-6212-5155
Wellesson Emerson Duarte de Andrade Regional Unit of Rio Grande do Norte, Brazilian Space Agency https://orcid.org/0009-0005-9099-8891

Keywords:

Space Education, Computational Thinking, CubeSats, Teacher Training, Educational Technologies

Abstract

Computational thinking, a core competency in Brazil’s Base Nacional Comum Curricular (BNCC) for high school education, is explored as a tool for aerospace education with public school teachers in Rio Grande do Norte (RN), Brazil. This project, a partnership between IFRN and the Brazilian Space Agency (AEB), developed an educational CubeSat kit—a 1U picosatellite—to train teachers in programming and using CubeSats as a multidisciplinary STEAM (Science, Technology, Engineering, Arts, and Mathematics) resource. The CubeSat comprises five subsystems: Diagnostics, Payload, Control and Telemetry, Power, and Connections. The diagnostics subsystem detects module failures using LEDs and a buzzer, with accessibility features for students with visual or hearing impairments. The payload subsystem performs nine types of environmental and physical measurements, enabling interdisciplinary STEAM activities. The control and telemetry subsystem is based on the ESP32 microcontroller, powered by a rechargeable battery, while the connections subsystem integrates all modules. Programming is done via BIPES, a free block-based and textual platform that supports computational thinking and accessibility. The project unfolds in two phases: an initial six-month teacher training with weekly 3-hour sessions and remote mentoring on CubeSat programming and use, followed by a four-month application phase where teachers guide students in practical activities using the kits. Weekly meetings track progress and provide both pedagogical and technical support, while a concluding workshop synthesizes experiences and outcomes. Preliminary reports suggest that CubeSat-based activities have enhanced student engagement, reinforced experiential learning by connecting theory with practice, and improved teachers’ integration of educational technologies.

References

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Published

2025-11-10

Issue

Vol. 11 No. 1 (2025): Revista Interdisciplinar de Pesquisa em Engenharia

Section

Artigos

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