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Cognition and Instruction

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Adey, Philip	1
Shayer, Michael	1

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An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.

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