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Oliver, Mary, Venville, Grady and Adey, Philip (2012) Effects of a cognitive acceleration program in a low socio-economic high school in regional Australia. International Journal of Science Education, 34 (9). pp. 1393-1410. ISSN 0950-0693

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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.

Item Type:	Article
RIS ID:	https://nottingham-repository.worktribe.com/output/1009093
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.
Keywords:	Pedagogy, Teacher, Professional Learning, Thinking Skills
Schools/Departments:	University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number:	https://doi.org/10.1080/09500693.2012.673241
Depositing User:	Oliver, Mary
Date Deposited:	20 Jan 2015 11:02
Last Modified:	04 May 2020 20:22
URI:	https://eprints.nottingham.ac.uk/id/eprint/27845

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