The Educational screen (c1922-c1956])

September, 1941 Page 303 "ABRAHAM LINCOLN" HISTORICAL TEN REEL FEATURE "HIGHLIGHTS OF LINCOLN'S CAREER" ONE-REEL BIOGRAPHICAL FILM IDEAL FOR SCHOOLS —COLLEGES —CHURCHES Write for Catalogue "I" Ku-Art Films, fne. —145 W. 45th St., New York ments of the three abihty levels with respect to their learning from motion pictures, but those differences with respect to their amounts and directions depend upon the type of film content or material. 3. The theatrical short subjects rated as having educational value seemed to contribute substantially to factual learning at all grade and intelligence levels, and seemed to be valuable teaching aids. 4. As a rule, the higher grade and intelligence groups made the higher mean scores on both the pre- tests and post-tests. Contributions of Study: The chief contribution of this study seems to lie in its establishment of one prin- ciple and procedure for determining the most suitable grades in which to use a certain film, one step toward increasing the educational effectiveness of motion pic- tures in education. As subsidiary contributions, it .seems to show that certain sound motion pictures have a rather large grade area of suitability, and the results indicate that the showing of certain sound motion pic- tures, as used in the study, increases factual informa- tion when the films must make their own contributions without any discussions or comments from the teach- er. Within the scope of this study, sound motion pic- tures, in terms of the time utilized in the showing have a high teaching value. The study seems to show the advisability of encouraging the motion picture industry to make this type of film available to schools. A Critical Analysis of the Use of Educational Mo- tion Pictures by Two Methods. (Thesis completed 1941) by Abraham Krasker. Purpose of Study: To investigate (1) the relative effectiveness of the "Intermittent Method" of film tech- nique with regular size classroom groups, as compared with large size or auditorium groups, and (2) the comparative efficiency of film lessons with the "Non- Preparation Method" and film lessons with the "Prep- aration Method." By the Intermittent Method as used here with silent films is meant the "stop-start method," allowing students to take notes, ask questions and con- tribute discussions during the film showing. By the "Preparation Alethod" as used in this study, is meant a three-step method, namely, (a) a Pre-Test without any previous preparation by the group to learn what the students knew about the subject matter of the film before seeing the film, (b) a First-Showing of the film without any preparation for the study of the film and (c) a Second-Showing with prepartion for the study of the film based upon a list of questions di- recting the students in their study of the film. Procedure: The scope of the experiment included ap- proximately 800 students from grades eight and nine. The films pertained to General Science. Where group comparisons were made the groups were equated social- (Conctuded on pacje 313) // Majo^ liecUo*U that have .ESTABLISHED ' -LEADERSHIP Among 16mm Sound Motion Picture Projectors CofHflG^ie THESE 11 MAJOR FEATURES NOT FOUND IN OTHER EQUIPMENT . . . ■LS PATENTED S^FETf ftlM TRIP —Film is protected at every point where damage may occur. EXCLUSIVE. 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