ERIC Number: ED389367
Record Type: RIE
Publication Date: 1995-Mar
Reference Count: N/A
Using Feature Films To Promote Active Learning in the College Classroom.
Gregg, Virginia R.; And Others
Using feature films to teach undergraduate psychology courses can promote active learning for several reasons. Films can reach students with a variety of learning styles, including those with a visual approach to learning. Also, students seem to enjoy commercial films and their use can help decrease levels of monotony from daily lectures. Feature films also provide a context that relates psychological concepts and theories to students' real life experience and illustrate different viewpoints in a situation which may expose students to diverse perspectives and experiences. Feature films can be incorporated into the classroom by designing a course solely around the use of film, showing clips or segments of movies to supplement lectures and discussion, or showing one or two films during the term. Activities that can be used with films include having students write a diary of experiences similar to those seen in personally or socially relevant films, or teaching research methodology by asking students to identify and operationalize constructs evident in the films. Films may be selected from film guide books; computerized services; and/or suggestions from peers, students, and colleagues. Instructors should view films before using them for violent language and content and be aware of copyright laws. A list of 177 films related to mental health, child development, adolescent development, adult development, aging, disability issues, substance abuse, social psychology, racial/ethnic issues, education, gay/lesbian issues, and Acquired Immune Deficiency Syndrome (AIDS) is appended. (TGI)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (9th, Ellenville, NY, March 22-24, 1995); see JC 960 009.