Some benefits of creating macro‐contexts for science instruction: Initial findings

Abstract

The national concern over the development of higher order thinking and problem solving skills reinforces the assumption that science education must involve more than the mere memorization of factual content. Nevertheless, research also indicates that effective thinking and problem solving depends on the availability of domain‐specific knowledge, hence science content cannot be ignored. Our goal in this paper is to present initial data indicating that learning can be enhanced when information is presented in the context of video‐based macro‐contexts that illustrate how science information can be used to solve meaningful problems. The experiments show positive results through simple uses of technology. The results suggest that more sophisticated uses of technology, especially computer‐controlled interactive videodisc technology, would have even greater benefits on comprehension and learning in science. We discuss what some of these more sophisticated uses might be.