Rethinking of Instructional Short Movies and Videos: An Evaluation the Instructional Short Movie and Video Competition

Abstract

In this study; the short films and videos taking part in National Instructional Short Film and Video Contest held in Kırıkkale University are evaluated in terms of some variables such as; the departments of the teacher candidates, whether the product is video or film. Quantitative methods were used in the study. The research method of the study is descriptive method. Quantitative data was obtained by using Short Movie and Video Assessment Scale prepared by the researchers the rubric consists of four sub-titles, the usage of audio-visual elements, focusing the aims and objectives, selection and presentation of the content, taking target group into consideration. There are 20 items in the scale. Each item can be graded between 1 -10 and the arithmetic mean of the items gives the total point of the films. All of the 47 films taking part in the contest were evaluated. According to the results, these films and videos are graded as average. Besides this, there are no significant difference between instructional short film and videos in terms of technical aspects, content, aims and objectives; but for the target group/audience, videos are graded as more effective than short films. In addition, the scores of the instructional short films and videos prepared by the students in Department of Computer and Instructional Technologies are considerably higher than the other departments' scores.

Stem in Movies: Female Preservice Teachers' Perspectives on Movie "Hidden Figures"

“…Therefore, it can be used to expand a course content. Previous studies highlight that movies are affective learning materials to teach different topics (Akbaş et al, 2018;Birkök 2008;Bursalı & Topçuoğlu Ünal, 2015;Chansel, 2003;Demirel, 2012;Derin & Yıldız, 2018;Pekdağ & Le Marechal, 2007;Stoddard, 2009). Movies can be shown in entirely or by scene.…”

Gelecekteki Öğrencilerin İçin Sen de Bir Masal Oku: Bir Dijital Hikâye Çalışması

“…Participants were determined by making an evaluation among the applicants. The evaluation form used as a data collection tool was created by the researchers by reviewing the literature and examining similar studies (Akbaş, Canoğlu, & Ceylan, 2015;Sarıca & Usluel, 2016). This form was named as "digital story evaluation form" (Appendix 1).…”

Fen-Toplum Temelli Eğitsel Kısa Filmler Üzerine Bir Çalışma: Fen Bilgisi Öğretmenliği Örneği

“…Pekdağ ve Le Marechal (2010) ile Goll ve Woods (1999) filmlerin kimya eğitiminde kullanılmasının oldukça etkili sonuçlar ortaya koyduğunu belirtmiştir. Bruner (2008) eğitsel filmlerin, öğrencilere dolaylı deneyimler sunan ve öğrenmeöğretme sürecini zenginleştiren araçlar olduğunu belirtmiştir (aktaran Akbaş, Canoğlu ve Ceylan, 2015). Birkök'ün (2008) belirttiğine göre ise filmlerin öğretim sürecinde kullanılması ile karmaşık bilgiler daha kolay anlaşılmakta, kurgulanmış olan bilginin tümü hem dinamik hem görsel hem de işitsel olarak aktarılmakta ve öğretimin yanı sıra davranış modelleri de öğrenciye aktarılabilmektedir.…”