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Peer reviewedLin, Chongde; Hu, Weiping; Adey, Philip; Shen, Jiliang – Research in Science Education, 2003
Describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) program on the scientific creativity of secondary school students. Scientific creativity is measured by the Scientific Creativity Test for Secondary School Students. Results indicate that the program did promote the overall development of scientific…
Descriptors: Academic Achievement, Cognitive Development, Creativity, Foreign Countries
Peer reviewedEndler, Lorna C.; Bond, Trevor – Research in Science Education, 2001
Observes the progressive change in the cognitive development of students (n=141) over the course of their secondary education in an Australian private school. Analyzes data to investigate children's cognitive development across years 8, 10, and 12. Examines the influence of the Cognitive Acceleration through Science Education (CASE) Thinking…
Descriptors: Academic Achievement, Cognitive Development, Foreign Countries, Science Curriculum
Lockett, Danuta Wal – 1982
Classificatory behavior of 41 fourth graders enrolled in a science program at the National Zoological Park in Washington, D.C. was assessed on an instrument adapted from Piaget's interviews with children on class inclusion. Developmental levels were related to student performance in the program. Data analysis shows that students with a high…
Descriptors: Academic Achievement, Classification, Cognitive Development, Developmental Stages
Peer reviewedAdey, Philip – International Journal of Science Education, 1988
Discusses the possibilities of accelerating the rate of cognitive development and describes the design and trial of intervention lessons. Gives preliminary results from one laboratory school indicating that the possibility of accelerating general cognitive development is worth pursuing. (YP)
Descriptors: Acceleration (Physics), Cognitive Development, Developmental Stages, Intervention
Peer reviewedBorghi, L.; And Others – International Journal of Science Education, 1988
Examines whether participation in physical experiments together with social interaction with adults and school-mates favor the development of causal knowledge and the understanding of a complex physical subject. Concludes that the treatments can lead students to give up pre-causal explanations and to resort to physical ones. (Author/YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Experiential Learning
Direct linkEtkina, Eugenia; Matilsky, Terry; Lawrence, Michael – Journal of Research in Science Teaching, 2003
The Rutgers Astrophysics Institute is a program in which gifted high school students learn about contemporary science and its methods, and conduct independent authentic research using real-time data. The students use the processes of science to acquire knowledge, and serve as cognitive apprentices to an expert astrophysicist. A variety of…
Descriptors: Advanced Placement, High School Students, Physics, Talent Development
Padilla, Michael J.; Ollila, Lloyd – 1979
The purposes of this study were to investigate: (1) effectiveness of three small group teaching methods on the acquisition and retention of seriation abilities; (2) transfer of seriation abilities using the three treatments; and (3) relationship between visual and nonvisual seriation abilities. One hundred twenty first grade Canadian students were…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Tests, Educational Research
