La interacción del maestro de física con el contenido didáctico en formato video (youtube)

Abstract

This research focuses on examining the interaction between physics teachers and educational YouTube videos, with the aim of understanding their use in the school environment and how teachers utilize them in teaching physics. Employing a qualitative approach and the focus group method, data were collected directly from teachers selected for their experience in teaching physics, especially at the high school level, regardless of whether they have worked in public or private institutions. The data were obtained through focus group sessions, and the transcriptions were analyzed using the atlas.ti program to explore the teachers' experiences, perceptions, and practices concerning the use of videos. This analysis was conducted by creating categories and categorical indicators, facilitating a deep understanding of how teachers employ YouTube videos in their pedagogical practices, with particular attention to the educational environments they face, to precisely understand their interaction with YouTube videos. Before implementing the focus group sessions, instrument validation was conducted with members of the GEAF research group on physics teaching and learning, ensuring the reliability and relevance of the instruments used. Additionally, an exhaustive review of the specialized literature on teacher training, physics didactics, and the integration of educational technologies was performed, providing a solid theoretical framework for analyzing the findings. This review identified best practices and contemporary theories supporting the integration of technological tools in physics teaching, highlighting the importance of continuous and updated teacher training that fosters critical reflection and effective integration of these tools in teaching.