An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.
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| Title: | An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. |
|---|---|
| Language: | English |
| Authors: | Adey, Philip, Shayer, Michael |
| Source: | Cognition and Instruction. 1993 11(1):1-29. |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 1993 |
| Document Type: | Reports - Research Journal Articles |
| 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 |
| Geographic Terms: | United Kingdom (Great Britain) |
| ISSN: | 0737-0008 |
| Abstract: | 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) |
| Entry Date: | 1994 |
| Accession Number: | EJ483869 |
| Database: | ERIC |
| Abstract: | 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) |
|---|---|
| ISSN: | 0737-0008 |
