Perception in the planning in physics courses: relationships in synchronous environments

Abstract

The research was carried out with physics I students from universities in the North Department of Santander-Colombia. Its objective was to establish the relationship between teachers' lesson planning and students' perceptions in synchronous environments.  Four instruments measured the students' perception of the pedagogical practice of physics teachers. The research followed a quantitative correlational approach.  Research results show that, students' perception of lesson planning does not keep a close association with teachers' consideration, streaming encounters show association with perception of focus, and learning outcomes. A high correlation is established between the implementation of considerations contemplated in the dialogic-critical approach and by competencies, on the part of a high percentage of teachers. The contribution of the actions carried out by the teachers to enhance the development of students' variational thinking through academic and pedagogical work, has a high relationship between what the teacher does and the learning results obtained by the students.