Cognitive acceleration through science education

The CASE for thinking through science

Authored by: Mary Oliver , Grady Venville

The Routledge International Handbook of Research on Teaching Thinking

Print publication date:  June  2015
Online publication date:  May  2015

Print ISBN: 9780415747493
eBook ISBN: 9781315797021
Adobe ISBN: 9781317752301

10.4324/9781315797021.ch31

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Abstract

The purpose of this chapter is to review the literature on cognitive acceleration with a view to unravelling potential theoretical explanations for the success of the intervention. Cognitive Acceleration through Science Education (CASE) was the first of the cognitive acceleration (CA) suite of programmes developed at King’s College, London to improve students’ abilities to reason and think. Published as Thinking Science (Adey, Shayer, & Yates, 2003), the school science intervention programme has accumulated evidence on the effects, both on students’ cognitive development and school achievement. Drawing from Piagetian developmental psychology and socio-cultural Vygotskian psychology, the CA programmes are accompanied by a long-term professional development programme for teachers.

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