Descriptor
| Cognitive Development | 2 |
| Formal Operations | 2 |
| High School Students | 2 |
| High Schools | 2 |
| Mathematics Instruction | 2 |
| Science Instruction | 2 |
| Abstract Reasoning | 1 |
| Academic Achievement | 1 |
| Acceleration (Education) | 1 |
| Algorithms | 1 |
| Cognitive Dissonance | 1 |
| More ▼ | |
Source
| Cognition and Instruction | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
| United Kingdom (Great Britain) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
PDF pending restorationFleener, M. Jayne; And Others – 1993
Higher order cognitive development and success in the study of high school mathematics and science require an understanding of rational number concepts and facility with proportional reasoning and computation. Proportional reasoning is an essential schema for developing formal operational thought. This study involving 16 ninth-grade students was…
Descriptors: Abstract Reasoning, Algorithms, Cognitive Development, Formal Operations
Peer reviewedAdey, Philip; Shayer, Michael – Cognition and Instruction, 1993
To test whether gains in cognitive development can be accelerated, an intervention model was used to give pupils special lessons in science, using ideas of cognitive conflict, metacognition, and bridging in the context of formal operations. Found that intervention led to substantial and long-lasting increased achievement in science, mathematics,…
Descriptors: Academic Achievement, Acceleration (Education), Cognitive Development, Cognitive Dissonance
