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Accelerating the Development of Formal Thinking in Middle and High School Students III: Testing the Permanency of Effects.

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Title: Accelerating the Development of Formal Thinking in Middle and High School Students III: Testing the Permanency of Effects.
Language: English
Authors: Shayer, Michael, Adey, Philip S.
Source: Journal of Research in Science Teaching. Dec 1992 29(10):1101-1115.
Peer Reviewed: Y
Page Count: 15
Publication Date: 1992
Document Type: Journal Articles
Reports - Research
Descriptors: Abstract Reasoning, Cognitive Processes, Developmental Stages, Educational Research, Formal Operations, Intellectual Development, Intervention, Piagetian Theory, Science Education, Secondary Education, Standardized Tests
ISSN: 0022-4308
Abstract: 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 than male control subjects. (Author/MVL)
Entry Date: 1993
Accession Number: EJ456445
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Accelerating the Development of Formal Thinking in Middle and High School Students III: Testing the Permanency of Effects.
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  Data: <searchLink fieldCode="AR" term="%22Shayer%2C+Michael%22">Shayer, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Adey%2C+Philip+S%2E%22">Adey, Philip S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Dec 1992 29(10):1101-1115.
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  Data: Y
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  Data: 15
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  Data: 1992
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  Data: <searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Stages%22">Developmental Stages</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Development%22">Intellectual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink>
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  Data: 0022-4308
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  Data: 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 than male control subjects. (Author/MVL)
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  Data: 1993
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1101
    Subjects:
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Developmental Stages
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Formal Operations
        Type: general
      – SubjectFull: Intellectual Development
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Piagetian Theory
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Standardized Tests
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            NameFull: Adey, Philip S.
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              Type: published
              Y: 1992
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