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Accelerating the Development of Formal Thinking in Middle and High School Students III: Testing the Permanency of Effects.
Peer reviewed Peer reviewed
Shayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1992
Two years after the end of a two-year intervention program set within the context of science learning intended to promote formal operational thinking, achievement of students (n=234) was tested by their results on British National examinations taken at age 16. Male experimental subjects achieved an average of 40 percent more grades of C or above…
Descriptors: Abstract Reasoning, Cognitive Processes, Developmental Stages, Educational Research
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