Publication: Análisis de los contenidos audiovisuales de ciencias creados por docentes en formación inicial
Authors
Burgos Jiménez, M. Esther ; Manso Lorenzo, Javier ; Ezquerra, Ángel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.94183
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info:eu-repo/semantics/article
Description
Abstract
En este trabajo se muestra cómo analizar la creación de
vídeos elaborados por estudiantes en formación del Grado
de Primaria y del Máster de Secundaria. Para ello, el
estudio se centra en la recogida de información en formato
texto y la transformación de esta en un guion audiovisual
técnico. El objetivo era encontrar los tipos de contenidos
que conformaban las unidades de información de los
textos y de los guiones, y contabilizar la frecuencia con la
que se hallaban. Esto permitió comparar las unidades de
información utilizadas por ambos tipos de estudiantes y
observar la progresión del propio proceso de
transformación desde el texto al guion técnico. Para el
estudio fue desarrollado un análisis cualitativo de
contenidos mediante la codificación de la información con
el programa Atlas.ti, y posteriormente se realizó un
análisis cuantitativo. Los resultados indican que en el
Texto Literario los estudiantes utilizaron más contenidos
conceptuales que procedimentales; sin embargo, al llegar
al Guion, las explicaciones teóricas fueron incluidas en las
imágenes y salieron del discurso verbal. Parece que el
hecho de hacer pensar a los estudiantes en formato
audiovisual fomentó en ellos una mirada hacia lo
procedimental. Por otra parte, el estudio comparativo
indica que los estudiantes de Máster se atrevieron más con
el uso de la tecnología.
This work shows how to analyze the creation of videos made by students in teacher training for the Elementary Teacher Education degree and the Master in Secondary Education. For doing that, the study focuses on collecting information in text format and transforming it into a technical script. The goal was to find the types of content of the texts and scripts information units and count the frequency they were found. These actions allowed us to compare the information units used by both types of students and observe the text transformation process to the technical script. It was developed a qualitative content analysis for the study by encoding the information with the Atlas.ti program, and after that, it was made a quantitative analysis. The results indicate that the students used more conceptual than procedural contents in the literary text; however, the theoretical explanations were included in the images in the script and left the verbal discourse. It seems that making the students think in audiovisual format fostered in them a look towards the procedural. In addition, the comparative study indicates that the students of Master dared to use the technology more.
This work shows how to analyze the creation of videos made by students in teacher training for the Elementary Teacher Education degree and the Master in Secondary Education. For doing that, the study focuses on collecting information in text format and transforming it into a technical script. The goal was to find the types of content of the texts and scripts information units and count the frequency they were found. These actions allowed us to compare the information units used by both types of students and observe the text transformation process to the technical script. It was developed a qualitative content analysis for the study by encoding the information with the Atlas.ti program, and after that, it was made a quantitative analysis. The results indicate that the students used more conceptual than procedural contents in the literary text; however, the theoretical explanations were included in the images in the script and left the verbal discourse. It seems that making the students think in audiovisual format fostered in them a look towards the procedural. In addition, the comparative study indicates that the students of Master dared to use the technology more.
Citation
Revista interuniversitaria de formación del profesorado, V. 37(1), N. 98, 2023
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