抄録
This study examines the nature of elementary school children's preconceptions toward media, the role of teachers to them, and the effect of such preconceptions on learning from instructions in multimedia utilizing situations. This problem is drawn from a shemata model for learning from media by Salomon (1981; 1983; 1984) in which "perceived demand characteristics of the task, material, and context are possibly related to perceived self-efficacy, and both affect amount of invested mental effort." It was also based on recent instructional practices led by the concept of "Media Mix" which is advocated to improve the use of educational television. Subjects were three teaches in Kanazawa City and their fifth grade pupils (n=109). These three teachers used commonly a television program from a NHK's series, "We Are All People on the Earth," and varied sub-media including an online computer database according to their identified aims which differed one another. Children's preconceptions toward watching television, using a computer, reading, writing, and listening to a teacher were evaluated in three dimensions of preference, difficulty, and learning expectancy. A quantitative analysis revealed firstly that pupils' preconceptions about media activities were generally similar to those of American samples (Krendl, 1986). It was repeatedly found that in general the more an activity is preferred, the less difficult it is perceived to be, but the more likely one is to think one will learn from it. However, sex differences found in American sample were not seen in this study. Rather significantly, children's attributions to media differed according to their classes, which suggests possible roles of teachers' varied patterns of media use for how their pupils think about each medium. The difference among children in the three classes for their preconceptions toward media were related to teachers' different patterns of media use in their classes which were reported by themselves and an adviser who led their group. It was also found, although not very clearly, that such preconceptions were connected with pupils' learning outcomes which were measured by questions asked for contents of the subject television program. Moreover, children's preconception toward media were relatively independent to their intellectual levels. An overall evaluation suggests that there is a reciprocal interaction among learners' perceptions on media, teachers' media utilization, and learning performances from media.
