Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia

Oliver, Mary; Venville, Grady; Adey, Philip

doi:10.1080/09500693.2012.673241

Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia

Oliver, Mary; Venville, Grady; Adey, Philip

Authors

MARY OLIVER Mary.Oliver@nottingham.ac.uk
Professor of Science Education

Grady Venville

Philip Adey

Abstract

This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socio-economic students in a government high school in regional Western Australia. Thinking Science Australia is a program currently being implemented in Australian junior high school classes. The research was conducted over two years as a case study in one school with students as they entered high school in Year 8 (n = 71). Findings show that significant cognitive gains were made, with concomitant improvement in the state-wide testing in science when participating students were in Year 9, aged 13 and 14. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention program.

Citation

Oliver, M., Venville, G., & Adey, P. (2012). Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia. International Journal of Science Education, 34(9), 1393-1410. https://doi.org/10.1080/09500693.2012.673241

Journal Article Type	Article
Online Publication Date	Apr 23, 2012
Publication Date	2012-06
Deposit Date	Jan 20, 2015
Publicly Available Date	Jan 20, 2015
Journal	International Journal of Science Education
Print ISSN	0950-0693
Electronic ISSN	1464-5289
Publisher	Routledge
Peer Reviewed	Peer Reviewed
Volume	34
Issue	9
Pages	1393-1410
DOI	https://doi.org/10.1080/09500693.2012.673241
Keywords	Pedagogy, Teacher, Professional Learning, Thinking Skills
Public URL	https://nottingham-repository.worktribe.com/output/1009093
Publisher URL	http://www.tandfonline.com/doi/full/10.1080/09500693.2012.673241
Additional Information	This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Science Education on 23/04/2012, available online: http://wwww.tandfonline.com/10.1080/09500693.2012.673241.