The Educational Film Used in the Study of Plant Development According to the Environment

Abstract

The purpose of this research is to analyse the process of knowing the plant life cycle, achieved by students during learning activities using educational films and other means of education (study guide, posters, worksheets). This research investigated how the use of the educational film may be capitalized in the teaching activity. The study took place during the Mathematics and Environmental Exploration class, at the lesson on the life cycle of plants. The participants were second-grade students distributed in an experimental group and a control group. The two groups were involved in two tests: an initial one, before watching the film, and a post-test, after watching it. The students in the experimental group received a study guide before the activity of watching the film. After completing the test, they watched the film again and discussed its content with the teacher, using other visual materials and solving some tasks. In conclusion, the use of the study guide associated with the educational film is effective only if the students have previous knowledge about the subject they learn. It is not enough for students to watch the educational film by themselves to understand and learn. To grasp correct representations in the field of Natural Sciences and to improve the thinking skills they need to be involved in active learning activities coordinated by the teacher.

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“…Other studies show that the National Aeronautics and Space Administration (NASA), the European Space Ag en cy (ESA), the Southern European Observatory (ESO) and other organizations make videos and distribute them to the public, free of charge, through social media channels . Studies show that there is a very large offer of films that can be used for free on the Internet (Ilie & Cristea, 2020;Ilie et al, 2020b). c. Factors related to the educational infrastructure.…”

“…Researchers in Romania studied the process that teachers had gone through to select the films they had used in teaching activities, the criteria based on which the selection had been made and analyzed in detail the films they had used for educational purposes (Ilie & Cristea, 2020;Ilie et al, 2020aIlie et al, , 2020b.…”

“…The content of educational films. The films that were watched by students in the context of action research in primary education, during activities concerning environmental education, aimed at knowing the life cycle of plants (Ilie & Cristea, 2020), the rural settlements in Roman ia (Ilie et al, 2020b), the relationship between organisms and their living environments (Ilie et al, 2020a). In other research, animated films about the environment (Iurean, 2018(Iurean, , 2019, the solar system (Vereș & Mag d aș, 2020a), the water circuit in nature (Vereș, Dulamă & Magdaş, 2020), the formation of the seasons were watched .…”

“…Selection of educational films for their teaching purposes. In order to select the most suitable educational film to be used at home or in class and to be watched by students aged 8-9, the teachers involved in three action research projects went through three stages: watching educational films on YouTube, establishing criteria on the basis of which to select them and the actual selection (Ilie & Cristea, 2020;Ilie et al, 2020aIlie et al, , 2020b. The researchers pointed out that the choice of the most suitable film was mad e starting from a very rich offer of films available for free on the internet: 7,890 existing videos on YouTube (Ilie & Cristea, 2020), and 36 films (Ilie et al, 2020b).…”

The Educational Film in Studying the Rural Settlements of Romania

“…For example, according to Markiewicz-Patkowska et al (2019), the use of 3D films constitutes a way to stimulate interest, to foster teaching efficiency, and to increase the amount and durability of the acquired information. In the same vein, Ilie and Cristea (2020) note that when the most appropriate educational film for the given topic is chosen, and the teacher properly guides the primary school pupils in decoding visual content and in the learning process the amount of their knowledge increases, they develop correct environmental representations and, finally, they improve their observation and thinking skills.…”