Aprender la Física a través de anotaciones de vídeos en línea

J. Marçal, M. M. Borges, P. Viana, P. Carvalho

Resumen


El soporte de vídeo en el ambiente de aprendizaje se usa hoy en día para muchos fines, ya sea para demostración, investigaciones o para compartir. Está pensado para reforzar el espacio antes y después de la clase e introducir una nueva dinámica e interacción en el aula. La innovación pedagógica puede lograrse mediante diferentes enfoques para motivar a los estudiantes y obtener mejores resultados. El contenido didáctico audiovisual se ha difundido en los últimos años en el dominio de Física, principalmente a través de la plataforma de YouTube. Muchos aspectos de las actividades de producción de vídeo pueden aumentar la autoestima de los estudiantes, aumentar su satisfacción con la experiencia de aprendizaje, promover una actitud positiva hacia la materia, proporcionar a los estudiantes un nivel de comprensión inferior con una amplia tutoría individual, alentar a los estudiantes a discutir entre ellos, intercambiar sus opiniones, y comparar los resultados de las actividades de laboratorio. Por otro lado, el vídeo puede apoyar las actividades de investigación, ofreciendo al investigador acceso a una agregación de datos rica para investigar los procesos de aprendizaje. Este documento presenta una revisión de la literatura sobre el potencial del uso de la anotación de vídeo en el contexto educativo y las perspectivas del uso de los maestros de los sistemas de anotación colaborativa, para promover la reflexión, específicamente en el dominio de la Física, utilizando una herramienta de anotación de código abierto. Se analiza la creación de referencias audiovisuales, ya sea para el acceso rápido a partes del contenido de video anotado organizado por el profesor, la creación de conocimientos o la revisión por y para otros estudiantes. Este estudio se complementa con un banco de pruebas, que muestra el potencial de usar contenido audiovisual anotado dentro de un contexto k-12. Se invitó a los estudiantes a seleccionar contenido de vídeo, anotar, organizar y publicar las anotaciones, lo que podría apoyar el proceso de aprendizaje en el dominio de la física. Los resultados muestran que la mayoría de los aspectos bajo análisis recibieron una evaluación positiva y los estudiantes expresaron un beneficio de las conferencias orales y el acceso a nuevas fuentes de aprendizaje. La única excepción se relaciona con la capacidad del enfoque de los estudiantes motivados para estudiar Física, ya que la mayoría de los estudiantes no vieron esta metodología demasiado motivadora. El impacto de esta investigación se relaciona con métodos alternativos de enseñanza / aprendizaje dentro del dominio de la Física, utilizando la anotación de vídeo en línea en apoyo de las metodologías tradicionales de exposición y memorización.


Palabras clave


Educación; Aprendizaje activo; Física; Anotación de vídeo

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Referencias


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DOI: http://dx.doi.org/10.14201/eks.23373





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