Conclusion
-
1.
This study failed to reject the null hypothesis that the televised lesson were as effective as classroom lessons in helping first grade children deveop and use the skill of classification.
-
2.
Free choice of individual follow-up activities for the television science lessons was as effective as teacher-designed pre- and postlesson activities in helping children develop their skills of classification.
-
3.
Students can be motivated by television lessons to continue experimenting of their own volition after the close of the programs.
The results and conclusions of this investigation can be readily generalized from the experimental school to all the frist grade children in the experimental school system. Although the sample is small,it could be expected that similar results would.be found in frist grade classes from other middle-class, racially integrated, suburban communities. As the population varies from that description, the results of this study decrease in their predictive value.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Blackwood, P. E. Science teaching practices in elementary school: A survey of practices.Journal of Research in Science Teaching, 1965,3, 177–197.
Bruner, S., Goodnow, J. J., & Austin, G. A.A study of thinking. New York: John Wiley, 1956.
Coombs, D. H.One week of educational television, Number 5. Bloomington, Ind.: The National Instructional Television Center, 1969.
Elashoff, J. D. Analysis of covariance: A delicate instrument.American Educational Research Journal, 1969,6, 383–401.
Gagńe, R.The conditions of learning. New York: Holt, Rinehart, and Winston, 1965.
George, K. D., & Dietz, M. A. How do children classify objects?Journal of Research in Science Teaching, 1971,8(3), 277–283.
Karplus, R., & Thier, H. D.A new look at elementary school science. Chicago: Rand McNally, 1967.
Koran, J. J. Two paradigms for the training of science teachers using videotaping technology and simulated conditions.Journal of Research in Science Teaching, 1969,6, 27.
Kuslan, L. I., & Stone, A. H.Teaching children science: An inquiry approach. Belmont, Calif.: Wadsworth Publishing, 1968.
Matthews, C. C. A point of view for science education in the elementary school. Paper presented at the national convention of the National Science Teachers Association, Dallas, Tex., March 24, 1969.
Morse Communication Research Center and the National Center for School and College Television.One week of educational television, number 4. Bloomington, Ind.: The Morse Center, 1966.
National Project for the Improvement of Televised Instruction.Toward a significant difference. Washington, D. C.: National Association of Educational Broadcasters, 1969.
Schramm, W. Learning from instructional television.Review of Educational Television, 1962,32, 156–167.
Schwab, J. J. Teaching and learning as inquiry and the contribution of television. In W. McBride (Ed.),Inquiry: Implications for televised instruction. Washington, D.C.: National Education Association, 1966.
Stickell, D. A critical review of the methods and results of research comparing televised and face-to-face instruction. Unpublished doctoral dissertation, Pennsylvania State University, 1963.
Suchman, J. R.The elementary school training in scientific inquiry. Urbana, 111.: University of Illinois, 1962.
Suchman, J. R. Pattern of inquiry. In W. McBride (Ed.),Inquiry: Implications for televised instruction. Washington, D.C.: National Education Association, 1966.
Wigren, H. E. The need and the problem. In W. McBride (Ed.),Inquiry: Implications for televised instruction. Washington, D.C.: National Education Association, 1966.
Winer, B.J. Statistical principles in experimental design. New York: McGraw-Hill, 1962.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Galey, M., George, K.D. Development of the skills of classification using television. AVCR 22, 153–166 (1974). https://doi.org/10.1007/BF02768617
Issue Date:
DOI: https://doi.org/10.1007/BF02768617