Skip to main content

Research Repository

Advanced Search

Bringing CASE in from the cold: the teaching and learning of thinking

Oliver, Mary; Venville, Grady

Authors

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

Grady Venville grady.venville@uwa.edu.au



Abstract

Thinking Science is a two-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 the principles from evidence-based programs such as Thinking Science be universally adopted.

Journal Article Type Article
Publication Date Jan 20, 2016
Journal Research in Science Education
Print ISSN 0157-244X
Electronic ISSN 1573-1898
Publisher Humana Press
Peer Reviewed Peer Reviewed
APA6 Citation Oliver, M., & Venville, G. (2016). Bringing CASE in from the cold: the teaching and learning of thinking. Research in Science Education, doi:10.1007/s11165-015-9489-3
DOI https://doi.org/10.1007/s11165-015-9489-3
Keywords thinking skills, metacognition, cognitive conflict, pedagogy
Publisher URL http://link.springer.com/article/10.1007%2Fs11165-015-9489-3
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information Manuscript no. RISE-D-14-00081

The final publication is available at Springer via http://dx.doi.org/10.1007/s11165-015-9489-3

Files

RISE 2016 pre publication.pdf (455 Kb)
PDF

Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





You might also like



Downloadable Citations

;