Peer reviewedERIC Number: EJ483869
Record Type: Journal
Publication Date: 1993
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0737-0008
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Available Date: N/A
An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.
Adey, Philip; Shayer, Michael
Cognition and Instruction, v11 n1 p1-29 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, and English language two and three years after the program. (TM)
Descriptors: Academic Achievement, Acceleration (Education), Cognitive Development, Cognitive Dissonance, Cognitive Psychology, Developmental Tasks, English Instruction, Formal Operations, High School Students, High Schools, Intervention, Junior High School Students, Junior High Schools, Mathematics Instruction, Metacognition, Piagetian Theory, Science Instruction, Thinking Skills
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A
Author Affiliations: N/A
