Problem There is a keen competition between teacher's employment, and mass production in university education. This is caused by the increasing number of students and much knowlege to be learned. So, a teacher cannot easily provide lecture to each student on relevant educational issues. One of the solutions on this is to use CAI system. However, there are few problems for pre-servie educational training on the educational theoretic matters at the university level. Purpose The purpose of this paper is to prepare CAI program and find out its effects on student-teacher education through programming based on the provisions of the Fundamentals of Education Act, Specifically, it has undergone the following procedures : (1) an investigation on the provisions of the educational laws where CAI program has greater significance (2) an examination of the effects of its practical use to find out whether it is useful to student's learning or not. Hypothesis At the end of the study, it is expected to find out if those students who have learned from educational matters with the use of CAI system heve shown greater achievements at the term-examination. Procedure Step I : The Provisions of the Education Act The Provisions embodied in the Fundamentals of Education Act was chosen as its frame of reference. This law is an essential one because its aims work in relation to the provisions as suggested in the Constitution of Japan. To name a few, these are the School Education Act and Social Education Act. Fundamentals of Education Act includes principle of integration with three domains namely, (a) general education, (b) special education and (c) the education of the teacher profession. Step II : The Preparation of the CAI Frame The CAI frames were made by five (5) professors acting as consultants together with six (6) other graduate students. The making of these CAI frames started in December, 1980 and was finished by May, 1981. A. Tha Initial Try-Out CAI frames were programmed in the OKITAC-4500 CAI system. This program consisted of (1) recitation of the provisions of the Fundamentals of Education Act and (2) a questionnaire which students accomplish after working on each frame. A student may answer each frame for three times. If the student had consecutively committed mistakes after three trials, the correct answer would be flushed on the screen. He therfore proceed to the next frame. B. The Final Try-Out The pre and post tests of the CAI programmed materials were tried out in the Department of Education in Feburary, June and July, 1982 (See Fig. 1). Questionnaries were distributed to 48 students. Nine of them participated in the pre- and post tests of CAI program. Six of these students ran a following survey on the grade of their term examination in educational subject (See Fig.2). [figure] Result The results may be summarized as follows : (1) there was a significant effect on the student's achievement (2) Based on the result gained from the questionnaries, 66.7% students had expressed the desire to make similar CAI programs in the future in different situations. [figure] Fig. 2 : Result of Term Examination Conclusion It is thereby suggested by the group who has prepared the CAI program and the results gained from the try-out, that this said CAI program be utilized by student-teacher education schools if they wish to determine the significant progress of thier student-teachers. Similar CAI program may be constructed by future teaxhers in other basic subject fields. The process of its investigation may also be taken into consideration in the educationl settings during the lessons. (The responsibility for the wording above lies with Kiyoshi Ookawara.)

View full abstract

The main aim of this research was to determine methods of measurement and evaluation for audio-visual literacy in children from 7 years old to 11. We hypothesized three factors which compose audio-visual literacy. They are memory, understanding and imagination relating to TV programs. Evaluation and measurement have to be done by visual tests. As the styles of the TV programs closely related to the method of measurement and evaluation, we made 2 programs, one educational and the other of a storytelling nature. The first experimental program was to evaluate and measure the memory and understanding of a pedagogical TV program, called "Growing Trees" by NHK Educational Television. The second experimental program was to evaluate and measure the abilities of imagination, empathy, guessing and developing a story by using speculation. We used "Hana no Sukina Ushi", the original name of the story is "The Story of Ferdinand" by Munro Leaf and Robert Lawson, 1936. Through these experiments, we heve succeeded in finding the method of visual measurement and evaluation in high level audio-visual literacy which was thought to be difficult to evaluate and also fixing an evaluation norm for both TV programs relating to the development of children's audiovisual literacy in terms of memory, understanding and imagination.

View full abstract

We developed the programs and the instruments to evaluate the audio-visual literacies. In this study,we evaluated the following audio-visual literacies with the three programs. (1) Program I "Blinkity Blank" ; Animation film. Made in Canada. We used this program to evaluate "Image" (2) Program II "Nesting of the Cranes" ; Animation film. Made in Japan. We used this program to evaluate "Making story" and "Evaluation and feeling about the program". (3) Program III "Eskimo's Winter Sea Ice Camp" ; Documentary film. Made in America. We used this program to evaluate "Evaluation and feeling about the program", "Attitude toward the program (Eskimo's eating habits and plays)" and "Understanding about the program (Eskimo's housing and tools)". Now, we did this study with about 2,400 children from ten years old to thirteen in Japan, Singapore, England and Srilanka. In this report, we report about the relationship between the audio-visual literacies and the intelligence, the creativity (with 1,811 Japanese children). The main results of this study are : (1) "Image"--There is a relationship between the imagination and the intelligence or the creativity. Especially, the high creativity children have a lively imagination. (2) "Making story"--We got seven types. "Counterattak and happy-end", "Revenge" and "Hunter" etc. Mainly, the high intelligence children are apt to make a story that the heros act activity, and the low intelligence children are apt to make a story that the heroes act dependently and negatively. We think that it is very interesting. There is no relationship between "Making story" and the creativity. (3) Evaluation and feeling"---The low intelligence or creativity children highly evaluate the programs. But there is no defference about the feeling between the high intelligence or creativity children and the low children. (4) "Attitude"---There is no relationship between the intelligence, the creativity and the attitude toward the program. We think that the children determine their attitude more affectively than cognitively. (5) "Understanding"---The low intelligence or creativity children can not so sufficiently understand about the program as the high or middle children. There is no defference between the high children and the middle ones. From now, we will study about the developmental defferences, the sexual defferences, the cultural defferences and the individual defferences in the audio-visual literacy. Then we want to clear the structure and the function of the audio-visual literacy.

View full abstract

Most studies concerning with hearing ability have been so far done by using synthetic pure and complex tones. Moreover, these studies have been performed for judging pitch, loudness, tone color, tone length, etc., they can therefore be seemed to be a factor analytical research, or a microscopical method. The purpose of this work is to study on the comparison of hearing ability and to obtain acoustical information on educational media by using natural sounds having various tone characters, or by a macroscopical method. 48 paired sounds were prepared and used as problems. 36 problems were of "different" pairs and 12 were of "the same" pairs. After the presentation of a paired sound in a stereophonic mode, the subjects judged the difference and then pressed the number on their analyzers which is appropriated for their answers as follows : The same (1); Seemed to be the same (2) I Indistinguishable (3); Seemed to be different (4)', and, Different (5). In this work two experiments were performed. In Experiment I no sample sound was given. 100 normal-hearing subjects aged 15 to 48 were tested. In Experiment II sample sounds were given before the test in order to examine the effect of preliminary exercise on hearing ability. 78 normal-hearing subjects aged 15 to 56 were tested. Experiment II was performed by using the same problems as in Experiment I. The proportion of correct answers (PCA) was improved from 0.50 in Experiment I to 0.52 in Experiment II, and that of incorrect answers (PIA) was also improved from 0.28 to 0.23, respectively. The problems were made so as to preset various degrees of difficulty in judging the differences, and "the same" problems were introduced to check the authenticity of the subjects. Also, one problem was used twice in each experiment in order to check the reliability of the subjects and the problems. For the latter, the proportion of subjects who answered consistently to both problems was 62.5% in Experiment I and 72.7% in Experiment II. On the other hand, the proportion of subjects w ho answered inconsistently was 22.9% and 18.2%, respectively. The hearing ability of the latter can be said to be questionable in these experiments. The plots of "the same" problems dispersed homogeneously in the PCA-PIA pattern in Experiment I, while most of "the same" problems tended to be answerd incorrectly in Experiment II. From the data for the "different" problems, much information on tendencies in the discriminnation of sounds was obtained. Some of the results are described as follows : To judge the differences between homophasic and antiphasic sounds became more difficult as the phase conditions involved become more complex ; To detect the differences between normal pitch and 5% lower pitch in frequency was easier than that of a higher pitch of the same quantity ; On equalized tones for both "waterfall" and "violin", peaking of ±4dB at 2.8KHz and peaking of - 8dB at 700Hz or 11KHz could hardly be judged, but it could be deduced that it was easier to judge "violin" than "waterfall", with similarly equalized tones. In Experiment II, it could be seen that the mental set which selects information in judging the differences between two sounds might be obtained by the sample sounds, and that the improvement of hearing ability may be possible by means of training. Consequently, when human hearing is examined, whether sample sounds are given or not is a very important factor in measuring the thresholds of discrimination. This work clarified that hearing ability for the adults was superior to the students aged 15 to 17. This fact was explained by perception development and richness of sound experiences both in quality and quantity. The correlation between the results of the experiments and experience and/or environment with regard to sounds was also studied. For adults, some correlation was found.

View full abstract

[in Japanese]

View full abstract