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Accelerating the Development of Formal Thinking in Middle and High School Students.
Peer reviewed Peer reviewed
Adey, Philip; Shayer, Michael – Journal of Research in Science Teaching, 1990
The effect of intervention lessons designed to accelerate the development of formal operations taught over a period of two years to adolescents was assessed. Results indicated that the experimental group had achieved a significantly greater gain in cognitive levels than the control group. Implications are discussed. (CW)
Descriptors: Acceleration (Education), Cognitive Development, Developmental Stages, Elementary School Science
An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.
Peer reviewed Peer reviewed
Adey, Philip; Shayer, Michael – Cognition and Instruction, 1993
To test whether gains in cognitive development can be accelerated, an intervention model was used to give pupils special lessons in science, using ideas of cognitive conflict, metacognition, and bridging in the context of formal operations. Found that intervention led to substantial and long-lasting increased achievement in science, mathematics,…
Descriptors: Academic Achievement, Acceleration (Education), Cognitive Development, Cognitive Dissonance