WAYS IN WHICH CHILDREN LEARN SCIENCE


and should have a part in the selection of the excursion as it
relates to a need growing out of classroom activities. They
should have a voice in setting up the purposes, which should be
clearly defined and accepted by them. They can assume some
responsibility for gathering materials and equipment for the
trip and help make arrangements for transportation when
necessary.
 It is important that the teacher make necessary arrange-
ments with school officials and other persons concerned. A
preliminary trip to the place to be visited gives the teacher an
opportunity to become aware of hazards to be avoided, to become
familiar with what is to be seen, and to enable him to suggest
equipment and materials that should be taken. If there is to be
a guide, it is wise for the teacher to discuss in advance with this
person the experiences which have led the children to this trip,
as well as their particular interests and level of understanding.
 In the following up an excursion, there are many techniques
that may be used. While follow-up is essential, there is danger
that many of the values of the trip may be spoiled by requiring
detailed reports and examinations. The teacher must develop
his own technique in the light of the total situation. Group
discussion, articles written by children for the local newspaper,
other reports, further reading, laboratory activities, and writ-
ing letters of thanks are all valuable phases of the follow-up
activities.
 Film, film strips, and slides. Film strips and slides may be
used to achieve many of the objectives of science teaching. They
are in many cases the next best thing to direct experience.
 In selecting the film the following criteria should be ob-
served if the best learning is to be attained. It should be on
the level of the comprehension of the children, it must be suit-
able for the group, it must not be too long, it must be relative
to the subject, the photography must be correct, it must be up-
to-date, and it must further the child's learning.
 The time of showing depends upon the purpose. Some films
are most appropriate to use as an approach, some during the re-
search period, some as a summary.
 Before showing the film, there must be teacher-pupil prep-
aration. It is important for the teacher to preview the film and
read the handbook if there is one. This enables him to prepare
the children better for what they are to see.
 The film strip or film should be shown slowly enough for
the children to comprehend it. Both the film and film strip
should be stopped at vital points for discussion. Teacher com-
ments should also accompany the showing if necessary. A sec-
ond showing may be helpful. The follow-up of the showing of
the film is important. It may include further discussion of what