理科教育におけるテレビ教材の利用形態とその効果(2) : 並行型利用形態の長期的効果

抄録

I. Purpose To examine effectiveness of the parallel type of the use of instructional TV programs - a learning course taught with instructional TV runs parallel to a course taught in the conventional method - in terms of the progress of knowledge, thinking abilities, interests in and attitudes to learning science. II. Procedure Comparative experiments with before-after design were used. The subjects of experiment consisted of the 6th graders of an elementary school and the 1st graders of a junior high school. Experimental groups were formed of one class of those 6th graders and two classes of those 1st graders, and control groups were made up of one class of the elementary school and one class of the junior high school. Each class selected for control groups was eqaulized with those belonging to experimental groups of each school in terms of intelligence and achievement in science. In each of the experimental classes one hour out of 4 or 5 hours per week for science lessons was exclusively devoted to a TV lesson through a year. The series of programme employed there was "Science Classroom" for each graders produced by NHK. In the control class all lessons were given in the conventional method. In each school both groups were taught by the same teacher. After one year of experiment two groups were compared in terms of total number of hours which were necessary for teaching subject matters required by the course of study, thinking ability, interests, attitudes, sub-elements of intelligence, ability to understand pictorial presentation, and activities in the class. III. Results and conclusions 1. In the case of this type of lessons which employs TV programs there was no trouble about the shortage of time. 2. In the elementary school group the experimental class was found superior to the control class in the progress of knowledge and reasonning ability, but in the junior high school group no difference was observed. 3. Experimental classes were found to get active in teaching process than control classes in both groups. 4. In the experimental groups more progress in the ability to understand pictorial presentation was found than in the control groups.