It is necessary to make clear what the affective changes are before thinking out a method of measurement and evaluation of affective changes. The affective changes occur simultaneously with the cognitive changes. There are six kinds of affective changes; feeling and emotion, interest, value, attitude, continuous motivation, and behavior shaping. What kind of affective change may occur is closely related to the quality of cognitive change. There are five phases of cognitive change which are addition, correction, making clear, enrichment, and restructure. The areas of cognitive change are divided into a further three categories which are the changes concerning the content of learning tasks, the changes of the views of learning, science and information, and the changes of cognition of learning strategies. What is recommended, therefore, is to evaluate the affective changes in relation to the cognitive changes in paying attention to the categirical areas and phases. A framework to grasp diverse affective changes was constructed and proposed through an elaborate analysis of facts on affective changes evoked in the minds of learners which were documented in their essays about changes in instruction.

View full abstract

This article reviews Vandervilt University's Jasper Project in detail, in order to explore the possibility and problems of anchoring classroom instruction to a realistic context. Six adventure stories and seven design principles are first introduced, along with data from their evaluation study. Three possible ways of using the Jasper series are then examined including their underlying views of instruction, and new roles of teachers under the Guided Generation Model, the advocated model for Jasper instruction. Critiques of the Jasper materials from the instructional design viewpoint and that of situated learning are finally summarized, in respect to the 'reality' of the context of classroom instruction.

View full abstract

"Dekirukana" is an educational television program broadcasted in Japan by NHK for more than 21 years. In this program, there are two characters. One character is Noppo-san, the main male character, who never speaks. The other is Gonta-kun, a kind of animal who occasionally howls. On the other hand, there are two voices: Gonta-kun's and a female narrator's voice. As the main character doesn't speak, the children watching this program are often confused as to whose voice belongs to which character. 190 students were requested to recall how they matched the voices with the characters. We found that 11.1% of the students had taken Noppo-san as a female and 40.7% of them were confused by the relation of voices to characters. Children often find it difficult to associate voices to characters in TV programs, especially when some voices other than those of the characters, such as a narrator's play an important role in the program. We feel, thus, that children should be supported in this area. The development of exercises to educate children in TV programs voice/character association is considered necessary.

View full abstract

Our intention for this study is to nurture practical professional teacher competencies in planning, the effecting, analyzing and evaluating instruction; particularly the observation of the teaching/learning process. Our hypothesis shows that through the comparative examination of the video footage before and after tracking or pausing, we could indicate the video recorder's viewpoints of classroom observation. Two video recordings were made; one by a student teacher and one by a qualified teacher. These recordings were comparatively analyzed from the viewpoint of tracking and pausing. As a result, we have found thatit is important for the student teacher to grasp sequences of the teaching actrelevant to the learning act.

View full abstract

The 30 college students in an audio-visual education class were used as subjects, and their visual iconic presentations (VIPs), scores of a paper test (PT) and learning strategies (LS) were researched by questionnaire method. Thereon, each VIP was evaluated by education major students with visual expertise as the visual intelligibility (VI), and the relationships between variables were investigated. As results, the author found a stronger correlation between VI and LS scores than between the others. In addition, the organizational visual (Or) in VIPs was the most effective visual design strategy for increasing intelligibility. Also the result indicates that the level of LS is a more useful for inferring the competence of visualization than conventional paper test data.

View full abstract