عنوان مقاله [English]
The present research aims at appraising educational applications of learning theories practiced in mathematics instructional videos at primary level produced by Educational Technology Bureau of Ministry of Education in Iran. To conduct this research, principles of educational presentation were extracted from learning theories once these theories were studied. The extent to which these principles are followed up in each and every episode of the films mentioned earlier has later been examined through method of “content analysis”. The results of examining 105 episodes of “mathematics educational films” at primary level 5th grade revealed that certain educational applications of learning theories have been overlooked in production of such programs. The most frequent applications of such methods are as follows: transparency of objectives; review of prerequisite materials; draw-up of advanced organizers; attraction of viewers’ attention; organization of educational materials; rational conclusion; and ending of each episode. The research came up with the findings below:
1) Behavioral goals are not fully and explicitly defined in any of the episodes. 2)Pre-requisite materials are scarcely surveyed and advanced organizers are almost not presented, particularly in educational programs for first, second and third grades students (only in one out of 62 episodes the pre-requisites have been reviewed and in 6 episodes the advanced organizers have been displayed). 3) Drawing addressees’ attention through non-verbal methods has been accomplished far and large in 12% of episodes at each grade, while they are not assisted by various advantages of motion pictures and videocapturing systems. 4) Materials have not been organized in most episodes (77%). And 5) concluding as well as ending most parts of the videos for first, second, and third grades (concluding in 89% and ending in 81% of episodes) are unclear.