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Film as a teaching tool used in inclusive education to achieve knowledge. An evaluation study.

Films are omnipresent and are of high importance for children and adolescents. Films can be used to impart knowledge. “Pictures are explaining the world and influencing our ethical and normative ideas. They are used to communicate with” (Müller 2012:26).

Studies like the ICILS 2013 show how social challenges like participation and managing heterogeneity, can be addressed with the contribution of media education. This evaluation study aims to contribute to this discourse. 

Research aim:

This research project examines how learning with films and learning materials of “Planet School” (www.planet-schule.de), which are designed according to the guidelines for inclusion, can succeed. Special attention is paid to the acquirement of knowledge of pupils corresponding to their learning conditions. Next to the impartment of expertise the ways of individual use of these films and learning materials is examined. This research project also aims to show which impact different design elements of films (e.g. animation) have on individual learning in inclusive education. 

Within this research project, an offer for a learning unit for geography lessons on the secondary level 1 with the topic “city, countryside, river” is used. Films and learning materials on this issue are tested in evaluated in inclusive education. Next to a participatory observation during classes and a following group discussion, the used films and materials are supposed to be assessed by teachers as well as pupils.

Based on the findings of this evaluation study general findings regarding the development of films and materials for inclusive education can be gained.

 Project management:

Jun. Prof. Dr. Ingo Bosse

Research assistants:

M.A. Annette Pola

Theresa Suntrup




06/2016 – 03/2017