Integrating Science and Language Arts through Technology-based Macrocontexts

This paper describes technology as a tool for creating meaningful experiences for integrating science and language arts using technology-based macrocontexts. Videos, virtual reality, and the Internet and the World Wide Web (WWW) can create macrocontexts for integrating science and language arts. Guidelines for selecting technological resources for integration are presented followed by examples of integrated science and language arts activities. Alternative ways of assessing students' performance in integrated instructional situations are also addressed. By using technology-based macrocontexts to integrate science and language arts, teachers may be able to facilitate meaningful learning and enhance student knowledge and understanding of science and language arts.

[1]  Richard E. Clark,et al.  When researchers swim upstream: reflections on an unpopular argument about learning from media , 1991 .

[2]  William Winn.  The Virtual Reality Roving Vehicle Project. , 1995 .

[3]  Louis A. Penner,et al.  The Challenge in mathematics and science education : psychology's response , 1993 .

[4]  Roy D. Pea,et al.  Science Education as Driver of Cyberspace Technology Development , 1997 .

[5]  G. Wiggins.  Assessing student performance : exploring the purpose and limits of testing , 1993 .

[6]  David D. Kumar.  Intelligent educational systems for anchored instruction? , 1995 .

[7]  A. Whitehead.  The aims of education , 1929 .

[8]  K. W. Brodlie,et al.  Scientific Visualization , 1992 .

[9]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[10]  Anne Wescott Dodd.  Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. By Renate Nummela Caine and Geoffrey Caine. Alexandria, Va.: Association for Supervision and Curriculum Development, 1997 , 1998 .

[11]  Karen C. Cohen,et al.  Internet Links for Science Education: Student-Scientist Partnerships , 1998 .

[12]  Howard Levine,et al.  The technological trigger: Fostering educational revolution , 1995 .

[13]  G. Halasz Frank,et al.  Reflections on NoteCards: seven issues for the next generation of hypermedia systems , 1987, CACM.

[14]  Roy D. Pea,et al.  Prospects for Scientific Visualization as an Educational Technology , 1995 .

[15]  M. Chandler,et al.  The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications , 1991 .

[16]  Valerie J. Bristor,et al.  Linking the Language Arts and Content Areas through Visual Technology , 1994 .

[17]  Charlotte W. Farr,et al.  Matching Media, Methods, and Objectives in Distance Education. , 1993 .

[18]  Valerie J. Bristor.  Combining Reading and Writing With Science to Enhance Content Area Achievement and Attitudes , 1994 .

[19]  David D. Kumar,et al.  Situated cognition in second grade science: Literature books for authentic contexts , 1994 .

[20]  Richard C. Anderson,et al.  A Schema-Theoretic View of Basic Processes in Reading Comprehension. Technical Report No. 306. , 1988 .