Images and University Teaching: A study through Video Analysis in Science Education
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_13Keywords:
Educational innovation, Video analysis, University teaching, Images and metaphors, Scientific learningAbstract
In a university context undergoing continuous transformation, critical reflection on teaching practices and the use of effective visual tools emerge as key factors in the enhancement of educational quality. This article presents an exploratory study carried out at the University of Udine, involving four university lecturers in the analysis of their own teaching practices through video recordings of lessons and structured interviews. The study investigated the use of images and visual metaphors in the communication of scientific content, showing how unintentional or uncritical use may generate misunderstandings and hinder comprehension. Video analysis proved to be a useful tool for fostering critical awareness and stimulating deeper pedagogical and methodological reflection. Although limited in scope, the study highlights the need for specific training on the educational use of visual resources and proposes a collaborative model between lecturers and researchers aimed at fostering innovation in university teaching.
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