The Use of a Science Interactive Videodisc in an Early Childhood Classroom

Basic and integrated science process skills form the basis for inquiry-based, hands-on learning. This study explores conditions that are essential for students to master the process skill of prediction. The following question is asked: Is there a significant difference between kindergarten students' prediction ability using hands-on objects exclusively, hands-on objects and interactive videodisc (IVD), or using IVD only? Three treatments were involved: (1) students who used the interactive videodisc only (blue group); (2) students who handled objects while determining if they sink or float using an interactive videodisc (pink group); and (3) students who used objects at a water table only (white group). Fourteen objects were used: a small rock, a large rock, a ping pong ball, a piece of aluminum foil, a wad of aluminum foil, a metal nut, a plastic fork, a metal fork, a crayon, a small cork, a large cork, a piece of wood, a small coin, and a large coin. Results showed that the blue group of 13 participants had a mean of 9.07 correct predictions; the pink group of 12 participants had a mean of 8.6 correct predictions; and the white group of 13 participants had a mean of 10.9 correct predictions. Analysis of variance (ANOVA) revealed no significant difference at the .05 level. Post-hoc analysis using the least significant difference (LSD), revealed a difference between the white and pink treatment groups only. An additional ANOVA was done with one piece of datum removed, which revealed a significant difference among groups. The hands-on treatment group (white) was superior to the other two groups. Study limitations are discussed and suggestions are provided for further. Two tables and three figures illustrate data. (Contains eight references.) (MAS)