Relationship between what is remembered and creative problem-solving performance in science learning

In 2 experiments, Ss read a scientific passage explaining how to use a 35mm camera and then took a series of recall and problem-solving tests. In Exp I (26 college students), Ss who performed well on creative use of the presented information tended to recall only one type of information better than poor problem solvers--explanations of the mechanisms underlying camera use. In Exp II (45 college students), half of the Ss read a text that emphasized and was organized around explanation of mechanisms, while the other half received the same basic descriptions and facts organized in the traditional way. The groups performed similarly on recall of basic information and straightforward application of the information, but the explanation-of-mechanisms group excelled on a test of creative problem solving. Results suggest that it is possible to isolate structural characteristics of science text that are related to creative use of the presented information. (21 ref)