Cognitive development in a secondary science setting |
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Authors: | Lorna C Endler Dr Trevor Bond |
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Institution: | (1) Teacher Education Program, Graduate School of Education, University of California, 93106 Santa Barbara, CA, USA;(2) School of Education, James Cook University, 4811 Townsville, QLD, Australia |
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Abstract: | Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary
education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995
(year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed
data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also
examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between
years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development
and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than
girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls
showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed
increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study
supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement,
even though we used different measures of cognitive development and scholastic achievement. |
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