Educational screen & audio-visual guide (c1956-1971])

THE GREATER GAIN!" Major Evaluation Studies Show Tangible Benefits of Complete Courses on Film... :£! V The objective findings of the major studies are proving the merits of the Complete Courses on Film. In approaching the studies, it is important to keep these basic facts (researched by National Academy of Sciences) in mind: 50 per cent of what we know in chemistry has been discovered or developed in the past 30 years. And ... 90 per cent of what we know in physical science has been learned since 1940. How much modern physics and chemistry teaching essential to SpaceAge Education is reaching the classroom? The bearing of this information is further amplified by a committee member for the Fund for the Advancement of Education, in writing about the results of the Chicago Study in Physics: "While these standard achievement tests (used in determining results) are based on typical high school courses in physics, the content taught in the film course is considerably greater, the inference being that students taught with film learn more physics though this is not always reflected in standard achievement tests." The full-year courses on film are, therefore, answering the vital need for concentrated learning of greater amounts of scientific information ... in a shorter time ... by more students. The Major Studies and Projects: Pilot Study— Science Research AssociatesIntroductory Physics on Film Evaluation study— July, 1958— in 49 high schools— 1,161 students. Films were projected in the classroom. "The results of the overall analysis showed a statistically significant difference between the gain-scores of those taught by the film method and those taught by the traditional method. Those taught by the film method had the greater gain." The Chicago Study— Introductory Physics on Film Group tested: 117 Chicago Public High School students completing two full semesters of Physics on film. Films were shown via TV. Test instrument: Dunning Physics Test (Form BM). National percentile norms established by tests in 19 states 77 high schools, 2,181 students. Average scale score: Chicago group, 124. National percentile rank: 78. Comment by Chicago Committee: "The average IQ of our group was 116, while that of the whole group participating (national norm group) was 114. Hardly a sufficient difference to explain the very gratifying achievement of our group of 117 students ..." American Institute of Physics — A Study of the Teaching of Physics by Film and Television Evaluation program carried out during 1957-58. Conclusions are based upon personal observation by advisory committee members, by interview, by teacher-administered standardized achievement tests, and by teacher and student questionnaires. While no statistically significant difference has been found . . . in the acquisition of facts of physics, there is a statistically significant difference in the ability to apply scientific principles to new situations in favor of the film group. The Wisconsin Physics Film Evaluation Project Conducted at University of Wisconsin, 1957-58, under grant from the Fund for the Advancement of Education. Participating: Sixty non-metropolitan high schools in Wisconsin — 1,332 students. The Films were projected in the classroom. Film-taught students were compared with control students on special tests containing the additional material found in the films. Results: significantly in favor of film-taught groups. Fund for the Advancement of EducationRocky Mountain Project— Aspen, Colorado June, 1959 — Although directed toward exploring the benefits to small schools with special regard to adequate curriculum coverage, the project findings are applicable in principle to schools and systems of any size. Report from Colorado Teacher-of-the-Year: At close of year, achievement testing (in Chemistry) revealed that classes using films placed eleven percentile points higher than classes taught the previous year without the films . . . further, that the classes of the previous year had a higher average IQ. For addresses of where to write for copies of the published studies or complete summaries of fhem, contact . . . ENCYCLOPAEDIA BRITANNICA FILMS 1150 Wilmette Avenue • Wilmette, Illinois Brain-storming Satslon— Science teocheri discuss aspects of filmed courses. Some questions: How much math needed? Teacher preparation before showing? Concepts? This and other illustrations here taken ot Rocky Mountain Project — June, 1 959. Teaching demonstrations — Teacher demonstrates how film can be stopped to make comments, answer questions, then continued. Classroom teacher is free to handle special learning situations, check understanding. Ervin L. Cline, Arriba (Colorado) High School, makes evaluation of effectiveness of Student's and Instructor's Manuals. Teocher Committee examines suggested test questions furnished in Teacher's Manuols.