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Abstract

The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject-matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes.