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Grasping the social through movies
Abstract
In Turkey, one of the major challenges that university education faces is the indifference of young people towards social issues. The aim of this article is to contribute to the practice of critical pedagogy by proposing that showing movies is an important critical teaching method with the power both to give pleasure to the students and to develop their interest in crucial social issues. To support our argument, we showed three movies to students taking Sociology and Social Psychology courses in three successive academic terms on the topics ‘the death penalty’, ‘gender equality’ and ‘prejudice’. Analysing the essays which the students were asked to write on these movies, we observed growing interest and an increase in critical thinking on the issues in question. We then conducted a survey to test this change quantitatively. The results indicate that showing movies is very influential in helping students to develop an interest and critical perspective.
... This approach to learning allows for reprocessing of information and has been shown to increase recall (Marsh et al., 2012). Future research incorporating fiction on ASD into an actual classroom environment as part of the curriculum may be particularly enlightening, as past research has shown that it can increase interest and promote learning (Kennedy et al., 2011;Marsh et al., 2012;Ventura & Osman, 2009). It is also possible that reading these excerpts in the context of a lab setting might prompt people to engage with the content differently than how they would consume them on their own. ...
This research investigated the impact popular novels have on knowledge about and attitudes towards Autism Spectrum Disorder (ASD), compared to that of traditional college textbooks. Study 1 found that participants in the novel condition chose fewer correct and fewer incorrect responses to questions about ASD. Participants did not differ in their desired social distance from individuals with ASD. Study 2 found that participants in the novel and textbook conditions both showed the same amount of learning, with higher scores on the post-test assessment of knowledge than the pre-test. Participants in the novel condition showed significant improvement in their attitudes towards individuals with ASD after reading, while those in the textbook condition showed more negative attitudes after reading the textbook chapter. These findings add to our understanding of the potential of popular fiction to impact consumers’ knowledge about ASD while improving our attitudes towards individuals with ASD. These findings also raise concerns about traditional educational material used to teach about ASD.
... En esta línea, uno de los resultados más relevantes de nuestro trabajo reside en la capacidad de la innovación en relación con la toma de conciencia y estímulo del compromiso social en el alumnado, en la línea que se ha desarrollado en otros trabajos situados en la perspectiva crítica (Holden y Hicks, 2007;Kennedy, Senses y Ayan, 2011). En nuestra investigación los resultados confirman dicha repercusión en la opinión del alumnado, pues éste ha valorado de forma positiva la posibilidad que la innovación docente les ofrece para obtener un mayor conocimiento de una variedad amplia de colectivos ciudadanos. ...
This study contributes to the area of university innovation in teacher education. It first describes the implementation of a teaching project that includes research on social collectives that is carried out by students majoring in early childhood and elementary education; then the paper analyzes the impact on the participants’ education. The evaluations of 234 students are studied, before and after the experience, through questionnaires and focus groups. The analysis focuses on knowledge, belonging, and participation in organizations, the relevance attributed to this participation, and the evaluation of the teaching method. The results confirm a contribution to academic, personal, and professional development, as well as increased knowledge about collectives, although no evidence shows an increase in subsequent participation.
... En esta línea, uno de los resultados más relevantes de nuestro trabajo reside en la capacidad de la innovación en relación con la toma de conciencia y estímulo del compromiso social en el alumnado, en la línea que se ha desarrollado en otros trabajos situados en la perspectiva crítica (Holden y Hicks, 2007;Kennedy, Senses y Ayan, 2011). En nuestra investigación los resultados confirman dicha repercusión en la opinión del alumnado, pues éste ha valorado de forma positiva la posibilidad que la innovación docente les ofrece para obtener un mayor conocimiento de una variedad amplia de colectivos ciudadanos. ...
Investigación CONSTRUCCIÓN DE APRENDIZAJES ACADÉMICOS Y CIUDADANOS MÁS ALLÁ DEL AULA Innovación universitaria en la formación inicial de maestros y maestras MARÍA GARCÍA-CANO TORRICO / EVA FRANCISCA HINOJOSA PAREJA / ELBA GUTIÉRREZ SANTIUSTE Resumen: Este trabajo contribuye al ámbito de la innovación universitaria en la formación del profesorado. Describe la implementación de un proyecto docente que incorpora la experiencia de indagación del alumnado de los grados de Educación infantil y pri-maria con colectivos sociales y estudia el impacto que ha tenido en la formación del alumnado participante. Se analizan las valoraciones de 234 estudiantes antes y después de la experiencia mediante cuestionarios y grupos focales. El análisis ha versado sobre conocimiento, pertenencia y participación en organizaciones, relevancia que otorgan a dicha participación y valoración de la metodología docente empleada. Los resultados confi rman una contribución a su desarrollo académico, personal y profesional y un aumento del conocimiento sobre colectivos, aunque no hay evidencias de incremento en las experiencias posteriores de participación con éstos. Abstract: Th is study contributes to the area of university innovation in teacher education. It fi rst describes the implementation of a teaching project that includes research on social collectives that is carried out by students majoring in early childhood and elementary education; then the paper analyzes the impact on the participants' education. Th e evaluations of 234 students are studied, before and after the experience, through questionnaires and focus groups. Th e analysis focuses on knowledge, belonging, and participation in organizations, the relevance attributed to this participation, and the evaluation of the teaching method. Th e results confi rm a contribution to academic, personal, and professional development, as well as increased knowledge about collec-tives, although no evidence shows an increase in subsequent participation. Palabras clave: innovaciones educativas, educación superior, formación de profesores, organizaciones sociales, participación social.
... Students did become more sympathetic and adopted a more realistic approach towards entrepreneurship whilst acknowledging its shortcomings (Pérez-Bustamante et al., 2012). In Turkey, to inspire critical thinking of Turkish sociology students concerning issues such as the death penalty, gender equality and prejudice, three films were shown to enhance awareness and interest in social issues, with the results indicated that film was an effective medium in arousing interest and forming a critical perspective (Kennedy et al., 2011). ...
... The difficulty in replicating a real classroom environment with strict experimental controls has challenged many researchers in this area. Pedagogical studies have been conducted on a variety of subjects within the field of psychology including family systems (Alexander & Waxman, 2000), psychotherapeutic techniques (Hesley & Helsey, 1998;McNeilly & Wengel, 2001), and social psychology (Kennedy, Şenses, & Ayan, 2011). Many studies do not use random assignment or attempt to control for extraneous variables, thus lowering the internal validity of the studies (e.g., Badura, 2002;Christopher, Walter, Marek, & Koenig, 2004;Paddock, Terranova, & Giles, 2001). ...
Instructors of psychology typically use a variety of methods to teach concepts. The present double-blind experiment is intended to determine the effectiveness of popular television clips as exemplars of Piagetian concepts compared to verbal descriptions of the same exemplars among a sample of 86 undergraduate students enrolled in an introductory psychology course in a US college. Results indicated an advantage in learning the concept of conservation at follow-up stage for students exposed to the popular television exemplars, but there were no differences in overall learning at initial assessment, or on the three other Piagetian concepts.
... The significance of documentary-film screening at SOAS should not be seen only as valuable adjunct to conventional teaching modes rather as a central component of it (see (Downey, Jackson, Puig, & Furman, 2003;Kennedy, Şenses, & Ayan, 2011). I suggest our Media department to include core units dedicated for film and documentary screening to allow in-class reflection on key theories, debates and impacts. ...
This work aims at investigating the unchecked corporate power in a neoliberal system turned even against its founder. The focus will be on sociopolitical impact of Genetically Modified (GM) crops bio-engineered, patented and marketed as "safe" by Biotech corporations with particular emphasis on the infamous Monsanto Corporation. This essay will review the role of corporate neo-liberal power in both the Food and Media industries which has led to the resurgence of food-awareness documentaries. The documentary film "Food Inc." was methodically selected to highlight some of the production and framing tactics used by contemporary (for-profit) documentaries to expose the social and political power abuses of Bio-tech corporations.
... Practically, our results show that educators need to be careful when teaching with fiction or other sources that might contain errors (e.g., interviews of politicians, feature films, television shows, and even some documentaries). Such approaches Creating Illusions 13 are common practice since students generally find non-traditional sources more interesting (e.g., Fehim Kennedy, Senses, & Ayan, 2011; Fernald, 1987) and yet this approach may lead students to learn errors, even if they already possess the correct knowledge. Educators need to take extra steps and actually point out the exact errors to reduce the harmful effects of exposure to errors (Butler, Zaromb, Lyle, & Roediger, 2009). ...
Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks before they read stories that contained errors (e.g., "Franklin invented the light bulb"). On a later general-knowledge test, participants reproduced story errors despite previously answering the questions correctly. This misinformation effect was found even for questions that were answered correctly on the initial test with the highest level of confidence. Furthermore, prior knowledge offered no protection against errors entering the knowledge base; the misinformation effect was equivalent for previously known and unknown facts. Errors can enter the knowledge base even when learners have the knowledge necessary to catch the errors. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
People often gain knowledge about trending global issues via pop culture references and even advertising (Clapton, 2015 Clapton, W. (2015). Pedagogy and pop culture: Pop culture as a teaching tool and assessment practice. In F. Caso & C. Hamilton (Eds.), Popular culture and world politics: Theories, methods, pedagogies (pp. 169–175). Bristol, UK: E-International Relations. [Google Scholar]; Sfeir, 2014 Sfeir, G. (2014). Critical pedagogy through popular culture. Education Matters: The Journal of Teaching and Learning, 2, 15–25. [Google Scholar]; Tierney, 2007 Tierney, M. J. (2007). Schoolhouse Rock: Pedagogy, politics, and pop. International Studies Perspectives, 8(1), iii–iiv. doi: 10.1111/j.1528-3585.2007.00274.x[Crossref] , [Google Scholar]). Numerous brands feel the pressure to align their image with social issues in society which then gives consumers a favorable impression of these brands (Cone Communications, 2015 Cone Communications (2015). 2015 Cone communications/ebiquity global CSR study. Retrieved from http://www.conecomm.com/research-blog/2015-cone-communications-ebiquity-global-csr-study [Google Scholar]). Consumers feel better spending their money with companies that support a cause and engage in social responsibility (Sustainable Brands, 2015 Sustainable Brands (2015). Study: 81% of consumers say they will make personal sacrifices to address social, environmental issues. Retrieved from http://www.sustainablebrands.com/news_and_views/stakeholder_trends_insights/sustainable_brands/study_81_consumers_say_they_will_make_ [Google Scholar]). The current study examines the frames used in global advertisements that are centered on three current and ever-evolving points of issue; gender equality, female empowerment, and climate change. A content analysis of relevant collections on the Ads of the World website reveal a pronounced emphasis on rational appeals utilizing the loss frame, but differences are also noted with respect to characters depicted and type of issue.
This article looks at an experience within the context of distance higher education, which has incorporated the reading of two novelettes (short novels, commonly known as novellas) created on an ad hoc basis for two subjects of a Criminology degree course. The goal of this research is to analyse students’ perceptions of their validity as a study material, assessing learning, motivation and design-related aspects, correlating them with the degree of transportation, which is the readers’ perception that they are being conveyed from their world of origin into the narrative world. Data gathering was performed by sending 2 questionnaires to 347 students. The results confirm that they perceive them as valid learning material and that they foster interest in the study of the contents, even more than traditional materials. It also has helped them to understand the concepts better, in terms of exemplification and contextualisation. This has been influenced by the potential of the transportation processes. It was also seen that design aspects of the novelettes have helped with the learning process.
Resumen
La evaluación actual de la actividad científica se lleva a cabo mediante un mismo patrón internacional. Esta circunstancia ha estimulado un notable número de investigaciones críticas. Sin embargo, la abundancia de críticas contrasta con la falta de propuestas alternativas. En este trabajo se presenta una síntesis de los inconvenientes observados en las prácticas de evaluación, identificando consecuencias negativas para la propia ciencia, sus miembros y su utilidad pública respecto a las Instituciones de Educación Superior. También se añade una revisión de voces alternativas. Finalmente, se propone un conjunto de ocho principios para ayudar a promover un cambio de paradigma.
This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application – where research is not applied well (task repetition), where it is reasonably well applied (pre-task planning), and where it may have been over-applied (communication strategies). For each area I briefly review the relevant research to highlight how teachers can potentially apply the research findings to scaffold learning processes in speaking. I will also suggest how much of the research is getting through to teachers and being taken up in day-to-day teaching of English. I draw mainly on my own extensive experience as a teacher educator for over 20 years working with pre-service English teachers of bilingual students in Singapore schools and in-service teachers attending professional development courses or pursuing Master's degree studies, as well as college English as a foreign language (EFL) teachers from the People's Republic of China receiving postgraduate teaching certification in English language teaching (ELT) and higher degree qualifications in my university each year. I will also include some observations about classroom practice based on a survey of selected course books.
While sociological learning and teaching is still dominated by the word, students are increasingly immersed in visual culture. Audio-visuals can be extremely powerful in their ability to communicate complex messages about the world and are growing in importance as a means of informing public debate. Recent developments in technology equip anyone with access to a computer or smartphone with the means to make a film. Getting students to make a short film seemed a way to cater to diverse skill sets and interests and facilitate authentic learning while simultaneously engaging students in a form of public sociology. This article examines Sociomentary, a recently developed undergraduate unit which, underpinned by critical media pedagogy, involved students in a new form of sociological knowledge production. It contributes to the collective effort of academics teaching sociology to find ways to engage students more deeply and assist them in engaging the world.
Teachers often use in-class questions to examine the level of understanding of their students, while these also enable students to reorganize their acquired knowledge. However, previous studies have shown that students may resist being questioned because of negative emotions. Therefore, this paper proposes the idea of eliciting positive emotions by showing students funny images to reward them for providing correct answers. Three studies were conducted with different courses, using either a video lecture or classroom lecture. The results of Study 1 indicated that 22 learners who watched 10 financial literacy video segments and were rewarded with funny images tended to have more positive emotions, an upward trend in their attention levels, and greater test scores as compared to the other 22 learners watching the same videos who received no rewards. Studies 2 and 3 were conducted in the data structure and computer networks courses, respectively. With regard to affective states, the 52 students in the two courses gained more learning confidence in classes that providing the amusing stimuli as compared to those without such rewards. However, only students in the computer networks course had higher test scores on their mid-term exams when answering rewarded questions compared to when they answered those questions without rewards, although this was not found with the students in the data structure course. The findings suggest that rewarding students with amusing stimuli can enhance students' affective states, even though this instructional strategy does not lead to higher learning performance all the time.
This study assessed the validity and reliability of the Meyer, Shanahan, and Laugksch’s Conceptions of Research Inventory using data collected from 227 undergraduate hotel management students in the Netherlands. The results of a series of exploratory and confirmatory factor analyses showed substantial empirical support for the five-factor structure of the scale and for the majority of items used to measure each of the five conceptions. Furthermore, analyses of variances and K-means cluster analyses revealed significant differences among students of three study years in two of the five research conceptions (i.e. Misconceptions and Problem-Solving), suggesting that undergraduates’ research conceptions evolve as they progress through the curriculum. Theoretical and practical implications of the findings are discussed.
Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students with timely feedback, but also allow teachers to change the pedagogy adaptively. However, some studies have also shown negative results of synchronous questions in that students may resist being questioned because of anxiety. Therefore, this paper proposes an idea of showing students funny images in order to reward them for providing correct answers. The effect of connecting questions with funny image rewards was examined by collecting data on student test scores, on facial expressions and on electroencephalogram (EEG) responses elicited using this strategy. The data on students' facial expressions indicated that being presented with funny images for correct answers consistently helps to arouse positive emotions in participants. Also, the data on the EEG responses showed that the participants receiving the rewarded questions demonstrated a trend toward increasing levels of attention and relaxation. However, the results also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.
The field of psychology and law, including forensic psychology, is an exciting concentration of research activity and student training and has grown rapidly, but to what extent have teaching and training efforts in the field been systematically catalogued and evaluated? We conducted a historical review and content analysis of the American and Canadian literature on the scholarship of teaching and training in the field. This review catalogs (a) information related to the development of training and teaching, (b) descriptions of programs and courses at various levels, and (c) articles on teaching resources or techniques in this field. We hope it serves as a useful guide to the literature resources for those in the field and a catalyst for future interest in this area of scholarship, especially for future evaluations of teaching and training.
Los materiales audiovisuales suponen un recurso educativo útil y motivador para su uso en la universidad, y cada vez existen más experiencias de su aplicación. Esta aportación pretende indagar y clarificar el potencial de las películas como metodología de activación del pensamiento práctico, así como el potencial de la metodología participativa, llevada a cabo a través de los debates del grupo-clase, en la transferencia del conocimiento académico al análisis de la realidad educativa. La experiencia consta de dos fases: visionado de una película y debate en grupo-clase sobre la misma. La muestra participante asciende a 42 alumnos/as del grado de Pedagogía. Los resultados obtenidos identifican distintas estrategias que los estudiantes aplican para la resolución de tareas que exigen una transferencia de contenidos temáticos al análisis e interpretación de la realidad, así como los efectos de estas metodologías participativas -debates grupo-clase- en la transformación de los aprendizajes previos.
ABSTRACT
Audiovisual materials provide a useful and motivating educational resource for use in higher education, and increasingly there are experiences of its application. This contribution aims to investigate and clarify the potential of films as activation methodology of practical thinking, and the potential of participatory methodology, conducted through the debates of the class group, the transfer of academic knowledge to the analysis of educational reality. The experience consists of two phases: 1) viewing of a film and 2) discussion in the same class group on film. The participant sample is 42 students of the degree of Pedagogy. The results identify various strategies that students apply for solving tasks that require transfer of thematic analysis and interpretation of reality content as well as the effects of these participatory methodologies - class group discussions - in the transformation of learning previous.
Films have been used as a supplementary instructional tool in various disciplines in higher education. Research indicates that showing films in the classroom has improved the quality, efficiency and effectiveness of the course. The objective of this study is to show the impact and outcomes of showing films to teach behavioral science to business students. The study was conducted at a university in Turkey to understand the students' retention level of learning the concepts and theories as well as the complexity of human behavior. The data was collected through a survey and classroom observations. The findings show that the students' preferred the integration of films to the course compared to a traditional only lecture course. The class discussions after the screening of the movies also contributed to their retention and helped build critical thinking skills.
This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs, Alderfer's ERG Theory, Herzberg's 2 Factor Theory, and McClelland's Acquired Needs Theory through in-class activities and application. The TEACH Method is an interactive approach for teaching the Needs-Based Theories of Motivation. Business faculty who teach Human Resource Management, Leadership, Management, and Organizational Behavior must introduce and teach the topic of motivation. Many students find difficulty in grasping the concepts and implications of the multiple theories of motivation. The TEACH Method introduces a model for helping students learn, apply, and analyze the merits of each of the Needs-Based Theories of Motivation. Business faculty can also benefit from using this approach to assure learning outcomes, to stimulate critical thinking, and to encourage higher levels of student engagement and participation in classroom discussion. This model can be facilitated in two 50 minute increments.
This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs, Alderfer's ERG Theory, Herzberg's 2 Factor Theory, and McClelland's Acquired Needs Theory through in-class activities and application. The TEACH Method is an interactive approach for teaching the Needs-Based Theories of Motivation. Business faculty who teach Human Resource Management, Leadership, Management, and Organizational Behavior must introduce and teach the topic of motivation. Many students find difficulty in grasping the concepts and implications of the multiple theories of motivation. The TEACH Method introduces a model for helping students learn, apply, and analyze the merits of each of the Needs-Based Theories of Motivation. Business faculty can also benefit from using this approach to assure learning outcomes, to stimulate critical thinking, and to encourage higher levels of student engagement and participation in classroom discussion. This model can be facilitated in two 50 minute increments.
Fictional materials are commonly used in the classroom to teach course content. Both laboratory experiments and classroom demonstrations illustrate the benefits of using fiction to help students learn accurate information about the world. However, fictional sources often contain factually inaccurate content, making them a potent vehicle for learning misinformation about the world. We briefly review theoretical issues relevant to whether learners process fictional sources differently before exploring how individual differences, learning activities, and assessment characteristics may affect learning from fiction. This review focuses on our own experimental approaches for studying learning from fiction, including learning from short stories and from films, while connecting to a broader educational literature on learning from fictional sources. Throughout the review, implications for educational use and future directions for experimental research are noted.
Films used for political science instruction are typically political or historical and are selected to examine concepts developed by the filmmaker within the context of a curriculum. This approach may not be appropriate for introductory American government classes given students' weak foundation of political knowledge and lack of interest in politics. This article examines an alternative model of film use employing the seemingly nonpolitical film The Big Lebowski. Viewed early in the semester, the film highlights the ubiquitous presence of politics in society and government's relevance to everyday life. Clip montages of the movie characters were used to enhance discussion of the First Amendment, voter identification, social capital, and foreign policy throughout the semester.
To promote understanding of children's social development during middle childhood, students select, view, and analyze a feature film using theory and research from the course. Students write papers analyzing the protagonist's social development, focusing on peer relations and friendship issues. The quality of these papers and student evaluations demonstrate that this assignment is a valuable educational experience. The exercise enriches students' understanding of course content and fosters a mote sophisticated perspective on movies about children. Instructors can modify this technique for other developmental topics.
Although teaching culture is intrinsically rewarding, issues associated with complexity and paradox can create a challenge for faculty. This article addresses the concerns of teaching management concepts through the use of film while identifying and acknowledging the ambiguity related to cross-cultural study. The authors present an integrated framework for measuring culture that is used to illustrate cultural dimensions and issues through film case analysis. The exercise enhances understanding of difference and helps students recognize the subtleties in dealing with complex cross-cultural issues.
Both short excerpts from, and full-length presentation of feature films have been used with success in undergraduate instruction. Studies of such use of films has revealed that incorporation of film viewing within courses can promote both content mastery and the development of critical thinking skills. This article discusses and provides examples of successful use of two methods that may be used to incorporate a variety of full-length feature films into neuroscience instruction. One, the “neuro-cinema” pairs the presentation of a film featuring extensive neuroscience content with primary literature reading assignments, group discussion and writing exercises. The second, a neuroscience film series, features group discussion of movies of perhaps more limited relevance to neuroscience.
An additional goal of this article is provide the reader with initial resources for the selection of potential film titles for use in neuroscience education. Three extensive tables are included to provide a wide range of title suggestions appropriate for use in activities such as the neuro-cinema, the neuroscience film series, or for more limited use as short “clips” in classroom instruction.
This third edition of Official Knowledge, a classic text from one of education’s most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be “official,” and whose agendas this knowledge represents. A probing and award-winning study, this new edition builds on the tradition of its predecessors to question the rightist resurgence in education while substantive updates throughout show how such policies continue to define our commonsense notions about what counts as a good school.
The use of film to assist with teaching various theoretical concepts has been integrated into the classroom for many years. However, the use of films has been primarily as a supplementary material to the typical textbook instruction. This article bridges the gap in the literature and discusses one approach whereby feature films were incorporated into an organizational behavior class as the primary instructional medium. Student exam results, coupled with their in-class discussion and evaluation comments, reflected great success with this approach.
Real organizational behavior is rich, and messy, and emotional, and at times painful, but at other times immensely rewarding. The movie, Erin Brockovich, captures this richness and provides an exciting means to introduce a variety of individual or micro- organizational behavior concepts (such as perception, personality, and motivation) typically covered at the beginning of the Organizational Behavior course. In this paper, we describe the use of the film, including a takehome viewing assignment, an in-class assignment, a description of clips and comments for in-class use, and suggestions for the types of issues to discuss in relation to the major topics and in relation to other potentially relevant areas. The richness of this film and the issues raised also provide the potential for more critical analyses of management and organizational practices.
The article suggests that political science film courses can be expanded conceptually in at least three different ways. First, the content need not be limited to the basic American government course but can deal with a wide variety of subjects. Second, there are a wide variety of variables which may be profitably studied in film courses which have a common theme. Third, and perhaps most important, such courses are an excellent way not only to impart information and increase awareness, but also to urge the students to present their own creative and perhaps original ideas on the subject, be they in fiction or nonfiction form. All three of these foci have as their goal the student—and the professor—becoming more active observers of the visual media in particular and political life in general.
Explains how the use of feature-length motion pictures, combined with interesting readings, can generate enthusiasm, discussion, and analysis of basic political ideas, concepts, and values. Reviews costs and identifies specific movies and readings on various political topics. (AV)
A political science course at Adelphi University that uses films for instruction is described by its design, content, and problems. (ND)
College students, who often have little experience with persons living below the poverty line, can ignore or misunderstand the experience of poverty. Feature film is one way to illustrate poverty in educational settings. Through identifying with a character, students may gain insights into the daily issues related to poverty. This article presents a review of the literature of using film to teach social science. Six specific films for teaching poverty are presented.
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Need to know: Social science research methods
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Istanbul : Istanbul Bilgi Üniversitesi Yayınları
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