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

Oliver, Mary; Venville, Grady; Adey, Philip

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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.

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.