THE WISCONSIN PHYSICS FILM EVALUATION PROJECT.

Autor/inn/en	WITTICH, W.A.; und weitere
Titel	THE WISCONSIN PHYSICS FILM EVALUATION PROJECT.
Quelle	, (32 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Audiovisual Aids; Educational Television; Films; Physics; Science Instruction; Secondary Education; Wisconsin + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Bildungsfernsehen; Schulfernsehen; Film; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich
Abstract	A PROGRAM DESIGNED TO DEVELOP AND TEACH A HIGH SCHOOL PHYSICS COURSE VIA TELEVISION WAS PRESENTED. A FACULTY MAMBER OF THE UNIVERSITY OF CALIFORNIA HEADED THE PROGRAM. THE FIRST 1-YEAR COURSE WAS BEGUN IN SEPTEMBER 1956, CONSISTING OF 162 DAILY HALF-HOUR LESSONS, TELECAST TO 26 LOCAL CLASSES. DURING THE TELECASTS, PHOTOGRAPHY WAS ACCOMPLISHED WITH A MOTION PICTURE CAMERA ARRANGEMENT. AT THE CLOSE OF EACH DAY'S TELEVISION TEACHING, A COMPLETE 16-MM SOUND MOTION PICTURE RECORD OF THE LESSON WAS AVAILABLE, THUS BRINGING THE TWO MEDIA INTO INTERPLAY. THE RESULTING FILMS WERE LABELED TELE-FILMS, OR T-FILMS. FOLLOWING THE VIEWING OF THE FIRST FILMS, PLANNING WAS INITIATED TO EVALUATE THE SCHOOL PHYSICS STUDY SITUATIONS. CONTROL AND EXPERIMENTAL GROUPS WERE SET UP. PHYSICS TEACHERS AGREED THAT THE FILMS OFFERED EXCELLENT LABORATORY DEMONSTRATIONS AND EXPERIMENTAL GROUPS WERE SET UP. PHYSICS TEACHERS AGREED THAT THE FILMS OFFERED EXCELLENT LABORATORY DEMONSTRATIONS AND EXPERIMENTS NOT POSSIBLE IN THE ORDINARY HIGH SCHOOL LABORATORY, AND THAT THE CONTENT OF THE LESSONS WAS EXCELLENT. MANY TEACHERS DISAPPROVED OF GIVING UP ALMOST ALL OF THEIR CLASS TIME TO THE FILMS, AND OTHERS FELT THAT FILM A DAY DID NOT PROVIDE ENOUGH VARIETY OR FLEXIBILITY IN THE PROGRAM. STUDENTS FELT THAT THE DEMONSTRATIONS WERE EXCELLENT, BUT THAT THE PACE WAS TOO FAST, THE MATHEMATICS TOO ADVANCED, AND THAT THEY HAD NO TIME IN SCHOOL FOR PRACTICE OR EXPERIMENTAL WORK. CONTROL STUDENTS EXPRESSED A HIGHER INTEREST IN SCIENCE THAN THE T-FILM STUDENTS, AND ANTICIPATED GOING TO SCIENCE CLASS MORE. INTELLIGENCE HAD A POSITIVE INFLUENCE ON THE STUDENTS' INTEREST IN SCIENCE. THE HIGHER THE INTELLIGENCE, THE MORE INTEREST IN SCIENCE WAS EXPRESSED. GRAPHS AND CHARTS WERE INCLUDED.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC