Effects of a 'Learn to Think' intervention programme on primary school students.
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| Title: | Effects of a 'Learn to Think' intervention programme on primary school students. |
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| Authors: | Hu, Weiping (AUTHOR), Adey, Philip (AUTHOR), Jia, Xiaojuan (AUTHOR), Liu, Jia (AUTHOR), Zhang, Lei (AUTHOR), Li, Jing (AUTHOR), Dong, Xiaomei (AUTHOR) |
| Source: | British Journal of Educational Psychology. Dec2011, Vol. 81 Issue 4, p531-557. 27p. 2 Diagrams, 12 Charts, 4 Graphs. |
| Subjects: | Educational psychology research, Cognitive ability, Critical thinking in children, Educational intervention, Academic achievement testing |
| Geographic Terms: | Shanxi Sheng (China), China |
| Abstract: | Background. Methods for teaching thinking may be described as out-of-context or infusion. Both approaches have potential to raise students' general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory-based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out-of-context and infusion approaches. Sample. One-hundred and sixty-six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre-tested for non-verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post-tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78-1.45; on Chinese d= .68-1.07; on maths .58-.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90-1.37; Chinese .77-1.32; maths .65-1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out-of-context and infusion methods has been shown to have long-term far transfer effects on students' thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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