Aprender la Física a través de anotaciones de vídeos en línea

Barra lateral del artículo

PDF

ISSN online: 2444-8729

Prefijo Doi: 10.14201

Contenido principal del artículo

J. Marçal
Universidade do Porto
Portugal
https://orcid.org/0000-0001-9291-2944
M. M. Borges
Universidade de Coimbra
Portugal
https://orcid.org/0000-0002-7755-6168
P. Viana
INESC TEC and Polytechnic of Porto
Portugal
https://orcid.org/0000-0001-8447-2360
P. Carvalho
Faculdade de Ciências, UEC, IFIMUP, Universidade do Porto
Portugal
https://orcid.org/0000-0002-5381-955X
Vol. 21 (2020), Artículos, Páginas 21
DOI: https://doi.org/10.14201/eks.23373
Aceptado: jun 4, 2020
Cómo citar

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

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Citas

Aldahmash, A. H., Alshmrani, S. M., & Almufti, A. N. (2017). Secondary School Science Teachers’ Views about Their Reflective Practices. Journal of Teacher Education for Sustainability, 19(1), 43-53. doi:https://doi.org/10.1515/jtes-2017-0003

Allen, D., & Tanner, K. (2005). Infusing Active Learning into the Large-Enrollment Biology Class: Seven Strategies, from the Simple to Complex. Cell Biology Education, 4(4), 262-268. doi:https://doi.org/10.1187/cbe.05-08-0113

Alonzo, A. C., Kobarg, M., & Seidel, T. (2012). Pedagogical content knowledge as reflected in teacher-student interactions: Analysis of two video cases. Journal of Research in Science Teaching, 49(10), 1211-1239. doi:https://doi.org/10.1002/tea.21055

Aprender Física com o Clipper. (2018). Retrieved from https://clipperfisica.wordpress.com/

Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE-Life Sciences Education, 8(3), 203-213. doi:https://doi.org/10.1187/cbe.09-03-0025

Arons, A. B. (1997). Teaching introductory physics. New York, N.Y: John Wiley & Sons. doi:https://doi.org/10.1063/1.881810

Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. High School Journal, 95(3), 49-61. doi:https://doi.org/10.1353/hsj.2012.0007

Bartholomew, P. (2014). Enhancing academic practice through the use of video: a longitudinal case study of professional development in higher education. (Ed.D.), University of Birmingham. Retrieved from http://etheses.bham.ac.uk/4875/

Boling, E., & Adams, S. S. (2008). Supporting Teacher Educators’ Use of Hypermedia Video-Based Programs. English Education, 40(4), 314-339.

Burr, B. (2006). VACA: a tool for qualitative video analysis. CHI’06 extended abstracts on Human factors in computing systems, 622-627. doi:https://doi.org/10.1145/1125451.1125580

Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using Video Editing to Cultivate Novice Teachers’ Practice. Journal of Research on Technology in Education, 42(1), 73-94. doi:https://doi.org/10.1080/15391523.2009.10782542

Cebrián-de-la-Serna, M., Bartolomé-Pina, A., Cebrián-Robles, D., & Ruiz-Torres, M. (2015). Study of Portfolio in the Practicum: an Analysis of PLE-Portfolio. Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios., 21(2), 1-17. doi:https://doi.org/10.7203/relieve.21.2.7479

Chen, C. M., & Huang, S. H. (2014). Web‐based reading annotation system with an attention‐based self‐regulated learning mechanism for promoting reading performance. British Journal of Educational Technology, 45(5), 959-980. doi:https://doi.org/10.1111/bjet.12119

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.

Choi, H. J., & Johnson, S. D. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. doi:https://doi.org/10.1207/s15389286ajde1904_3

Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative Peer Video Analysis: Insights about Literacy Assessment and Instruction. Journal of Literacy Research, 44(2), 171-199. doi:https://doi.org/10.1177/1086296X12440429

Christ, T., Arya, P., & Chiu, M. M. (2015) A three-pronged approach to video reflection: Preparing literacy teachers of the future. Vol. 5. Literacy Research, Practice and Evaluation (pp. 235-253). doi:https://doi.org/10.1108/S2048-045820150000005018

Christ, T., Arya, P., & Chiu, M. M. (2017). Relations among resources in professional learning communities and learning outcomes. Teaching Education, 28(1), 94-114. doi:https://doi.org/10.1080/10476210.2016.1212826

Clipper. (2019). Clipper | Digital Insite. Retrieved from https://clipperdev.com/

Clipper in Portugal. (2018). Retrieved from http://blog.clippertube.com/index.php/2018/06/07/clipper-in-portugal/

Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology, 27(1), 66-88. doi:https://doi.org/10.14742/ajet.983

De Jesus, V. L. B. (2014). Experimentos e videoanálise - dinâmica (1 ed.). São Paulo: Editora Livraria da Física.

Debevc, M., Šafarič, R., & Golob, M. (2008). Hypervideo application on an experimental control system as an approach to education. Computer Applications in Engineering Education, 16(1), 31-44. doi:https://doi.org/10.1002/cae.20116

diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and instruction, 10(2-3), 105-225. doi:https://doi.org/10.1207/s1532690xci1002&3_2

Ellis, J., McFadden, J., Anwar, T., & Roehrig, G. (2015). Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(3), 404-421.

Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal: English Language Teaching Journal, 67(2), 175-183. doi:https://doi.org/10.1093/elt/ccs081

Es, E., & Sherin, M. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176. doi:https://doi.org/10.1007/s10857-009-9130-3

Fadde, P., & Sullivan, P. (2013). Using Interactive Video to Develop Preservice Teachers’ Classroom Awareness. Contemporary Issues in Technology and Teacher Education (CITE Journal), 13(2), 156-174.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. doi:https://doi.org/10.1119/1.18809

Hixon, E., & Hyo-Jeong, S. (2009). Technology’s Role in Field Experiences for Preservice Teacher Training. Journal of Educational Technology & Society, 12(4), 294-304.

Juzwik, M. M., Sherry, M. B., Caughlan, S., Heintz, A., & Borsheim-Black, C. (2012). Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy. Teachers college record, 114(3)

Kim, Y., & Crowston, K. (2011). Technology adoption and use theory review for studying scientists’ continued use of cyber-infrastructure. Proceedings of the ASIST Annual Meeting, 48 doi:https://doi.org/10.1002/meet.2011.14504801197

Knight, R. D. (2004). Five easy lessons : strategies for successful physics teaching. San Francisco, Calif.: Addison Wesley.

Lasry, N., Guillemette, J., & Mazur, E. (2014). Two steps forward, one step back. Nature Physics, 10(6), 402. doi:https://doi.org/10.1038/nphys2988

Latour, B., Woolgar, S., & Salk, J. (1979). Laboratory life : the construction of scientific facts. Beverly Hills: Sage Publications.

Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education: Springer. doi:https://doi.org/10.1057/9781137399595

Leadholm, B. J., & Miller, J. F. (1994). Language Sample Analysis: The Wisconsin Guide. Bulletin 92424.

Leask, M., & Younie, S. (2013). National Models for Continuing Professional Development: The Challenges of Twenty-First-Century Knowledge Management. Professional Development in Education, 39(2), 273-287. doi:https://doi.org/10.1080/19415257.2012.749801

Lee, L. L. (1974). Developmental sentence analysis: A grammatical assessment procedure for speech and language clinicians. Evanston, IL: Northwestern University Press.

Lee, M.-H., & Tsai, C.-C. (2010). Exploring Teachers’ Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. doi:https://doi.org/10.1007/s11251-008-9075-4

Long, J. (2012). Changing Teachers’ Practice through Critical Reflection on Pedagogy. International Journal of Interdisciplinary Social Sciences, 6(4), 145-160. doi:https://doi.org/10.18848/1833-1882/CGP/v06i04/52057

Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748. doi:https://doi.org/10.1016/j.compedu.2009.09.011

Marshall, C. C. (2009). Reading and writing the electronic book. Synthesis lectures on information concepts, retrieval, and services, 1(1), 1-185. doi:https://doi.org/10.2200/S00215ED1V01Y200907ICR009

Martín-Ramos, P., Gomes, M. S., & Silva, M. R. (2018). Newton’s cradle: a smartphone-based video analysis approach. Paper presented at the Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. doi:https://doi.org/10.1145/3284179.3284195

Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching & Teacher Education, 27(7), 1151-1162. doi:10.1016/j.tate.2011.04.004

McFadden, J., Ellis, J., Anwar, T., & Roehrig, G. (2014). Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices. Journal of Science Education and Technology, 23(3), 458-470. doi:https://doi.org/10.1007/s10956-013-9476-2

Milner-Bolotin, M. (2015). Learning physics teaching through collaborative design of conceptual multiple-choice questions. The Canadian Journal of Action Research, 16(2), 22-41.

Milner-Bolotin, M. (2018). Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System. The Physics Teacher, 56(5), 313-316. doi:10.1119/1.5033879

Milner-Bolotin, M., Egersdorfer, D., & Vinayagam, M. (2016). Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge. Physical Review Physics Education Research, 12(2), 020128. doi:https://doi.org/10.1103/PhysRevPhysEducRes.12.020128

Milner-Bolotin, M., Fisher, H., & MacDonald, A. (2013). Modeling active engagement pedagogy through classroom response systems in a physics teacher education course. LUMAT (2013–2015 Issues), 1(5), 523-542. doi:https://doi.org/10.31129/lumat.v1i5.1088

Milner-Bolotin, M., Kotlicki, A., & Rieger, G. (2007). Can students learn from lecture demonstrations. J Coll Sci Teach, 36, 45-49.

Nishihara, Y., & Yonemura, K. (2018). An Attempt to Improve Cooperative Learning by Physical Education Teachers Using a Video Annotation System. International Journal of Sport and Health Science, 201803. doi:https://doi.org/10.5432/ijshs.201803

Novak, G., Gavrini, A., Christian, W., & Patterson, E. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River NJ: Prentice Hall.

OCDE. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning: OECD Publishing.

Pérez-Torregrosa, A. B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The Use of Video Annotation Tools in Teacher Training. Procedia - Social and Behavioral Sciences, 237, 458-464. doi:https://doi.org/10.1016/j.sbspro.2017.02.090

Redish, E. F. (2003). Teaching physics with the physics suite. Hoboken, NJ: John Wiley & Sons

Retherford, K. S. (2000). Guide to analysis of language transcripts. Eau Claire, WI: Thinking Publications.

Rich, P. J., & Hannafin, M. (2009). Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52-67. doi:https://doi.org/10.1177/0022487108328486

Risko, E. F., Foulsham, T., Dawson, S., & Kingstone, A. (2013). The collaborative lecture annotation system (CLAS): A new TOOL for distributed learning. IEEE Transactions on Learning Technologies, 6(1), 4-13. doi:https://doi.org/10.1109/TLT.2012.15

Rosenblum, K. L., Zeanah, C., McDonough, S., & Muzik, M. (2004). Video-taped coding of working model of the child interviews: a viable and useful alternative to verbatim transcripts? Infant Behavior and Development, 27(4), 544-549. doi:https://doi.org/10.1016/j.infbeh.2004.04.001

Roth, W.-M., & McGinn, M. K. (1998). Inscriptions: Toward a theory of representing as social practice. Review of educational research, 68(1), 35-59. doi:https://doi.org/10.2307/1170689

Santagata, R., & Angelici, G. (2010). Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching. Journal of Teacher Education, 61(4), 339-349. doi:https://doi.org/10.1177/0022487110369555

Scardamalia, M., & Bereiter, C. (2005). Knowledge Building. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 97-115). Cambridge: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511816833.008

Schön, D. A. (1983). The reflective practitioner : how professionals think in action. New York, USA: Basic Books.

Shilman, M., & Wei, Z. (2004). Recognizing freeform digital ink annotations. Paper presented at the International Workshop on Document Analysis Systems. doi:https://doi.org/10.1007/978-3-540-28640-0_30

Simkins, S., & Maier, M. (2010). Just-in-time teaching: Across the disciplines, across the academy. Sterling, Va: Stylus Publishing, LLC.

Siorenta, A., & Jimoyiannis, A. (2008). Physics Instruction in Secondary Schools: An Investigation of Teachers’ Beliefs towards Physics Laboratory and ICT. Research in Science & Technological Education, 26(2), 185-202. doi:https://doi.org/10.1080/02635140802037328

Towers, J., & Rapke, T. (2011). Preservice teachers’ learning from an online, video-based, mathematics professional development resource. International Electronic Journal of Mathematics Education, 6(1), 5-26.

Van de Ven, A. H. (2005). Running in Packs to Develop Knowledge-Intensive Technologies. MIS quarterly, 29(2), 365-377. doi:https://doi.org/10.2307/25148683

van Es, E. A., & Sherin, M. G. (2008). Mathematics Teachers’ “Learning to Notice” in the Context of a Video Club. Teaching and Teacher Education: An International Journal of Research and Studies, 24(2), 244-276. doi:https://doi.org/10.1016/j.tate.2006.11.005

Viana, P., & Pinto, J. P. (2017). A collaborative approach for semantic time-based video annotation using gamification. Human-centric Computing and Information Sciences, 7(1), 13. doi:https://doi.org/10.1186/s13673-017-0094-5

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process: Cambridge, MA: Harvard University Press.

Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching, 40(2), 101-113. doi:https://doi.org/10.1080/02607476.2013.871163

Yuh-Tyng, C. (2012). The effect of thematic video-based instruction on learning and motivation in e-learning. International Journal of the Physical Sciences, 7(6) doi:https://doi.org/10.5897/ijps11.1788