Bringing CASE in from the Cold: the Teaching and Learning of Thinking
Date
2016
Authors
Oliver, Mary
Venville, Grady
Journal Title
Journal ISSN
Volume Title
Publisher
Springer Verlag
Abstract
Thinking Science is a 2-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely, with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre- and post-intervention cognitive tests conducted with participating students (n = 655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age-matched control group over the length of the program. Noteworthy is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and that the principles from evidence-based programs such as Thinking Science be universally adopted.
Description
Keywords
Thinking skills, Metacognition, Cognitive conflict, Pedagogy
Citation
Collections
Source
Research in Science Education
Type
Journal article
Book Title
Entity type
Access Statement
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Restricted until
2037-12-31