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pace," a report on the developlent of the plastic balloon sysems which have carried man to he threshold of space. Following the showings of these
I ins, students have been asked to
II out detailed test-questionnaires esigned to reveal a) their general eactions to the film as a whole, i) their grasp of the ideas in the Im, and c) the parts of the film hey liked best — and least.
The percentage of students in he various groups who "recomletid that this movie be shown to indents in other schools like ours" varied from 92 to 100 perent with an average value of 98 lercent. More than half the stuknts strongly recommended such liowings.
.\bout 90 percent of the students aid they would like to see the ame movie again in science class
0 that they could discuss it. We egard this as particularly signifiam because it very completely upports our opinion that the best ise of the program is a first showng for general appreciation to the ntire student body of a school, ollowed by second and third (reenings, sooner or later during he school year, for full discussions )f the ideas and information in he films.
.\s a severe test of the students" ittitudes toward the film they had een, they wgre asked: "Would you ibject if you were required to see
similar movie next month outide of school time?" Less than 10 |)ercent said they would object md less than 5 percent said they vould strongly object.
The older and more academicilly advanced students scored ligher on the "content" questions, il (ourse, than their juniors, but n general all the young people luestioned seemed to retain a large iniount of knowledge. This has )ec'n true despite a conscious reusal to proscribe or censor difficult oiuepts or difficult vocabulary hen either seems called for in he films.
In general, the sequences in the ilnis that we have liked least ourielves have been liked least by the est audiences — and vice versa. Inerestingly enough, this seems to lavc little to do with the intellecual difficulty or, conversely, the entertaiimient" factors in a given >cq uence.
In some schools, in order to gain
1 sense of the dynamics involved in moving ideas from the screen to ihe student's mind, detailed
New films present
Horizons of
Sff cience
by Henry Chauncey
President, Educational Testing .Service
classroom' discussions of the film topics were led by the teachers and were recorded on tape. These discussions have afforded valuable and at times startling insights. In one of the films it was anticipated that young students would have some difficulty in understanding the scientist because of his heavy Euro]jean accent, and it was assumed that in the final edition of the film some provision would have to be made for this tlifficulty. Classroom discussions revealed, however, that for the students the
accent became "easier to understand after you listen awhile," and that to them it was "important to hear the scientist's own words."
Though some of us had doubts about the extensive use of this narration, feeling that young audiences might squirm, whisper, or even laugh, we have yet to find any indication of anything other than serious attention. One "Horizons of Science" staff member has been led to the (untested) conclusion that "children are smarter than people!"
EdScreen & AV Guide — January, 1959
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