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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
FullText Text:
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  Data: An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.
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  Data: <searchLink fieldCode="SO" term="%22Cognition+and+Instruction%22"><i>Cognition and Instruction</i></searchLink>. 1993 11(1):1-29.
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  Data: 29
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Acceleration+%28Education%29%22">Acceleration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Dissonance%22">Cognitive Dissonance</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Psychology%22">Cognitive Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Tasks%22">Developmental Tasks</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
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  Data: 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)
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  Data: 1994
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      – Text: English
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        PageCount: 29
        StartPage: 1
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        Type: general
      – SubjectFull: Acceleration (Education)
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Cognitive Dissonance
        Type: general
      – SubjectFull: Cognitive Psychology
        Type: general
      – SubjectFull: Developmental Tasks
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      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Formal Operations
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Junior High Schools
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Metacognition
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      – SubjectFull: Piagetian Theory
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      – SubjectFull: Science Instruction
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      – SubjectFull: Thinking Skills
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      – SubjectFull: United Kingdom (Great Britain)
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      – TitleFull: An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum.
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              Type: published
              Y: 1993
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              Value: 11
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