Abstract
The purpose of the study is to clarify rules applicable in designing learning units to be used as an expansion of an educational TV program. Seven elementary school teachers participated as subjects to provide basic data on differences in analyses of an educational program and in designing learning units. First, three beginning teachers (having less than two year teaching experience) and four experienced teachers (having more than fifteen year teaching experience) were asked to watch a fifth grade science TV program. Then, they were asked to analyze the structure of the program and to design learning units based on the analysis. Finally, in an interview, they were asked to disclose any impression they had had regarding the construction of the program as well as some ideas they could apply in designing the learning units. According to the data, the following two differences were observed. a) Beginning teachers had a tendency to reconstruct the program in a linear way, while all the experienced teachers reconstructed the program in rather complicated style. b) The learning units designed by the beginning teachers were resembled each other, while those of the experienced teachers were much diversified.
