The Effectiveness of the BSCS Single Topic Films

Abstract

In science education, there seems to be a high degree of consensus for greater emphasis on teaching of critical thinking and problem-solving through discovery learning or inquiry training. There is less consensus concerning the methodology for doing this. Many educators today have found valid reason to criticize the new science curricula materials on the grounds that there is no experimental evidence to substantiate the many claims which each particular program infers to effectiveness in teaching inquiry. The answer sought to assess the usefulness of one such set of materials, the BSCS Single Topic Film Loops in teaching this process to students, although roughly defined to include almost every factor in the structure of intellect, this research is limited to one of the more important sub-processes of inquiry-construction of relevant hypotheses. In most instances of inquiry, only one sub-process precedes hypothesis construction, that is, the observed discrepant event which focused the student's attention on the problem. Hypotheses are temporarily accepted explanations of phenomena, or probable solutions to problems. They provide a preview of what the results of an investigation may be and an opportunity to subject the design to the rules of formal logic. It is here that the science teacher is presented with the opportunity to identify inconsistencies in thinking and suggest increased efficiency in the design of experiments. However, the successful teaching of science through hypotheses construction demands from the teacher a skill and knowledge of planned activities which present problems and phenomena requiring student participation in hypotheses formulation. The BSCS Single Topic Films presented on Super 8mm loops, are focused on initiating student participation in hypotheses construction. These are short (four minute), silent films which present a biological phenomenon designed to encourage inquiry by posing problems, raising questions, and presenting experimental data to challenge the interpretative ability of the student. Students are asked by the teacher to formulate relevant hypotheses concerning the phenomenon presented and accept, reject, or revise these hypotheses upon the basis of additional visual data.