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Marcel W. Vooijs Tom H.A. Van Der Voort Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved. 相似文献
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This article discusses the extent to which Piaget's general theories of thinking and mental development might have relevance for the production of educational television programmes. Joan Bliss summarises and discusses the main points of Piaget's theories, and Michael Goater and Christopher Jones provide their own critical analysis of the implication of those theories for television production. Tony Bates concludes that, while there are some major difficulties in making the jump from Piaget's more general theories to specific television practice, the exercise does raise some fundamental questions about the relationship between television and the development of thinking. 相似文献
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《International Journal of Educational Development》1995,15(1):27-36
In the People's Republic in China, government policies are aimed at enabling the country to achieve by the year 2050 the same standard of economic development as the middle group of developed countries, such as Portugal and Greece, reached in 1990. Education supported by television has been given an important role to play, but China's policy and practice in television education has changed considerably since 1978. The remarkable growth of the television universities, started in 1979 with a terrestrial broadcasting system, was aided by a large World Bank loan. Reforms of the late 1980s in higher education led to a decline in undergraduate numbers in these universities, but other reforms enabled them to serve new groups, such as those requiring specialised vocational courses. Next, the government decided to establish a satellite television system for education, to serve several purposes including in-service training for primary and secondary school teachers, and “post-university” television education for technicians, managers and professional staff. The outcomes of these changing policies have been monitored and to some extent evaluated, raising questions about the future of television education in China. 相似文献
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Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to encourage children aged 10‐12 to become more discriminating consumers of violent television crime series. Results indicated that the schools television project led to an increase in factual knowledge of differences between violence as depicted in crime series and real‐life violence, and a decrease in the perceived realism of violent television programmes. Children reacted very positively to the schools broadcasts and found them instructive and useful. Teachers reacted positively to the broadcasts and the related materials (student workbook and teacher's manual) that accompanied the programmes. 相似文献
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Tony W. Bates 《Distance Education》1982,3(1):28-50
The Open University has a unique partnership with the BBC. The BBC produces television, radio and audio‐cassette material in conjunction with Open University academic and other course design staff. Producers are full members of course teams. The Government, through its grant to the University, pays the full cost of the BBC's services to the University. The BBC has set up a department (BBC/OUP) specifically to provide services to the Open University. In Autumn, 1981, a brand‐new, £5½ million purpose‐built studio complex became operational on the University campus, and is managed by the BBC on the University's behalf. Currently, over 1,500 Open University television programmes are transmitted each year on the BBC's national television networks.
The University funds a small research group to investigate the use of audio‐visual media in the University. The research group carries out studies of programme utilisation across the 140 different courses, to assist with the planning and allocation of production and transmission resources. It also carries out more detailed research into individual programmes and course strategies for using television. More recently, the research group has been paying particular actention to how students learn from television. This paper explores some recent theory, and research developments on the role and character of television, and its impact on learning in distance education. 相似文献
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Children's ability to classify television programmes by genre has been depicted as significant in the development of children as viewers and employed as a variable in researching such development. This article reports a research study, employing the repertory grid procedure with 9‐10 year olds, designed to investigate the constructs children employ in describing and differentiating television programmes. Recent approaches to children's viewing have begun to prioritise their construction of meaning in relation to broadcast television. This study indicates that 9‐10 year olds' classifications of their viewing do not conform to those assumed in many earlier studies. 相似文献
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M.S. Paine 《The Journal of Agricultural Education and Extension》2013,19(1):29-36
Abstract A universal goal of extension agents is the attainment of voluntary behaviour change in clients. Learning skills are critical to individuals that seek effective outcomes from behaviour change experiences. This paper reports on a study that estimated the cognitive changes occurring among a group of farmers, consultants and scientists in New Zealand. A model of the learning process directed the research. This model identifies two distinct components to learning: grasping information through conceptualisation or experience, and: transformation of information into knowledge, through reflection or experimentation. Individual clients are grouped into one of four distinct learning styles depending on the way they grasp information and transform it into knowledge. Research results detected learning preference and belief differences among the farmers, consultants and scientists in the group. The study suggests learning research methods assist extension agents plan and negotiate the specific behaviour changes that clients seek by implementing strategies that use learning preference and belief data. Researchers can improve approaches to technology development by exploring client needs using communication method's compatible with client learning preferences. 相似文献
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Jeanette Hannaford 《Literacy》2012,46(1):25-32
This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It focuses on a small group case study of 8‐ and 9‐year‐old children, from diverse cultural backgrounds, who were regular players on free‐access commercial Internet games. As children frequently perform imaginative narrative play both privately and in groups triggered from experiences with novels, films and television, the research initially focused on whether similar activities resulted from experiences with commercially sponsored free Internet game sites. If so, to what extent might these texts also influence children's creative output? To explore this, the children attended a weekly after‐school computer club during which they played on Internet games. During the course of the club sessions, each child was observed and interviewed about the experiences they had resulting from the gameplay. Through consideration of the children's play and opinions, the teacher researcher developed valuable insights into her students and their worlds to the benefit of her practice. 相似文献
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Rob Gilbert 《British Journal of Sociology of Education》1992,13(1):51-68
This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide‐ranging implications for knowledge, morality, politics and individual identities. In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions: Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images. A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life. It is argued that such a concept can inform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education. 相似文献
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J. M. Wober 《Learning, Media and Technology》1992,18(1):23-34
A survey answered by 842 respondents representing British children aged from 7 to 15 measured their amounts of television viewing, listening to music, serious reading and outdoor games playing, and their attitudes to leisure activities, such as television viewing. Children said whether they did school homework and if so, with or without the television switched on, and if so, whether they regarded it as a help or not. About a quarter of those aged 10 and over said they did work along with television, accepting its presence, and another one in six did so, actually welcoming it. Attitude measures showed clearly different stereotypes of the heavy viewer, reader and music listener. This children's sample had a broadly positive image of a heavy television viewer of their own age. A process of rationalisation is detectable in which those who reported heavy viewing themselves, were more likely to do homework with the television on, to say it helped them and that it was linked with good achievement at school. Reported behaviour and stereotypes were somewhat similar among those who were heavy music users, but noticeably different among those who claimed to read a lot. 相似文献
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There is widespread belief that exposure to television has harmful effects on children's cognitive development. Most studies that point to a negative correlation between hours of television watching and cognitive outcomes, fail to establish causality. Using the National Longitudinal Survey of Youth (NLSY) we study young children between 5 and 10 years of age during late 1990s and early 2000s. We find strong evidence of negative correlations between hours of television watched and cognitive test scores. However, once parent's characteristics and unobserved child characteristics are taken into account these correlations go away. We find that hours of television viewed per se do not have any measurable impact on children's test scores. Our results are robust to different model specifications and instrumental variable estimates. We conclude that despite the conventional wisdom and the ongoing populist movement, proactive policies to reduce children's television exposure are not likely to improve children's cognitive development and academic performance. 相似文献
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Gaston Mialaret 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(3):317-329
In the first part of this article the author recalls and emphasizes the way in which education and society are interrelated. It is considered impossible to pose a problem of education without referring to the social framework in which its solution is to be found. Education involves preparing the child for tomorrow's world — knowledge of this world being the point of departure of all pedagogic reflection — and at the same time not cutting it off from its roots. Presenting personal experience rather than launching into technical demonstrations the author recalls some of the changes over the past fifty years. The different educational milieus which the child and adolescent encounter, such as family, school and professional life, are affected by such technical changes. As far as the school environment is concerned, technological revolutions modify the relationships between pupil and knowledge, and create new relationships between teachers and pupils as also among pupils themselves. In addition, a new type of creativity has arisen as a result of the utilization of computers and databases. Schools have in fact experienced a series of revolutions which deeply transformed the access to knowledge: books, daily papers and the mass media, informatics. According to the author the book presents the ‘day before yesterday's knowledge’; the daily paper brings you up to ‘yesterday’; radio and television up to ‘today’. Informatics will make the pupil accustomed not only to seek knowledge but also to reconstruct or even construct it. Where does the school stand amidst this vast reconstruction? What is its present role? What will become of the teacher and his new roles? If the school wants to prepare itself for tomorrow's world it has to change radically today. 相似文献
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An experimental study was carried out among three groups of children aged 10 to 16 years, two of whom were shown episodes from two UK‐produced police drama series and the other (control group) viewed nothing. Children were tested one week before the viewing sessions and immediately afterwards with a series of questions about their perceptions of the police and police work, their real life contact with the police or crime, and details of their television viewing habits and demography. Both viewing groups were tested for their comprehension of the police drama episode they had been shown. Results showed that older children were better able than younger children to follow dramatic plots, but that the evidence for an effect of single television drama episodes on children's beliefs about the police was less clear‐cut. Both children in the two viewing groups and those in the control group exhibited some shifts in their perceptions of the police. Children who watched the television episodes, however, were more likely to show opinion shifts in relation to specific attributes of the police or police work which were strongly featured in the programmes. 相似文献
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Rosanne W. Fortner Jae-Young Lee Jeffrey R. Corney Samantha Romanello Joseph Bonnell Brian Luthy 《Environmental Education Research》2000,6(2):127-141
During a 10-week period prior to the 1997 Kyoto conference on climate change, two parallel studies were conducted: Study 1 examined media portrayals of global warming and the certainty with which information was reported (percentage of 'hedging'); Study 2 was a telephone survey to assess public knowledge about key topics in global climate change, people's certainty about their information, trust in the media, and willingness to take action on global warming. Media reports were found to be scarce, and about half of the references to global warming were found to be hedged. More hedging was evident in the New York Times than in other print media and national television reports, and economic impacts of climate change were reported with the greatest certainty. The audience (N = 139 adults, average age 36–45, with at least a high school education) reported trusting their media sources more than 50% of the time. They were collectively fairly knowledgeable and certain about global warming information (9.1 on a scale of - 20 to + 20), and they appeared to be willing to adopt a range of responsible behaviors seen to be useful in countering global warming (average response 3.0 out of 4). The knowledge/certainty factor was described as 'attitude under uncertainty', and was significantly related to media trust (r = 0.325, p < 0.01) and willingness to act responsibly (r = 0.400, p < 0.01). Comparing Study 1 with Study 2, the research does not support a hypothesis that media hedging is related to uncertainty. Implications for environmental communicators are discussed. 相似文献
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This article is concerned with the relationships between children's understanding of the organisation of television time and their sense of what it means to be a child. It is based on qualitative data gathered in one inner city primary school, as part of a broader research project investigating the changing nature of children's media cultures. The article suggests that the notion of time is a crucial aspect of the ways in which children define their relationship with television. It analyses three related aspects of this phenomenon: firstly, children's perceptions of the institutional definitions embodied in the practice of television scheduling; secondly, their notions of psychological development, based partly on the structure of the schedule and partly on their own ‘reading histories'; and thirdly, the place of their television viewing in the scheduling and organisation of family life. 相似文献
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N.E. Willis 《Learning, Media and Technology》1981,7(3):97-99
For thirty years, the television set has been commanded by producers; the customers, both at home and elsewhere, have had to sit back and take what is offered. Now times are changing. More and more uses appear for the television set which are not dependent on the producers or broadcasters but only on the set owner himself or herself. The paper explores the present capabilities and future possibilities of television as an information provider: broadcast CEEFAX and ORACLE, British Telecom's PRESTEL service, and links of these systems with computers, allowing the home television set to give the viewer his own computer terminal. 相似文献
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This investigation examines the use of the MPAA television advisory ratings in the decision‐making of parents of intellectually gifted children and explores the manner by which ratings information is incorporated into rules and regulations about television in the home. It comes on the heels of published reports suggesting the general inadequacy and counter productivity of the age‐based ratings. In comparison to parents of non‐gifted children, parents of gifted children were more likely to utilize TV ratings information in the mediation of their children's televiewing. They tended to employ a highly inductive (communication‐oriented) style of child rearing and a highly evaluative (discussion‐based) method of TV mediation, tended to believe that television can have significant positive and/or negative effects on children, and were more concerned with cognitive‐ and affective‐level effects. The possible ramifications of these findings with regard to the new content‐driven ratings campaign and forthcoming V‐chip technology are discussed. 相似文献
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John C. Wright Aletha C. Huston Rosemarie Truglio Marguerite Fitch Elizabeth Smith Suwatchara Piemyat 《Child development》1995,66(6):1706-1718
Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) × 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. Conclusion: children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations. 相似文献
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Louisa Allen 《Sex education》2013,13(2):109-122
In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences. 相似文献