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Effects of a modified Thinking Science program for year 8 students of various abilities

Ellen Mobbs,

Academic Literature

2016

The aim of this research was to identify whether students of various academic abilities would achieve positive gains in cognitive ability after completing a modified cognitive acceleration program based on the Cognitive Acceleration through Science Education (CASE) program. This research was quasi-experimental in design, with small samples of students participating over a two-year period through completing a pre-test, fifteen of the Thinking Science lessons and a post-test. It was concluded that student gains indicated an improvement in cognitive ability. This improvement was more significant for students with verified learning disabilities receiving support. It was also found that students in a support class with verified learning disabilities who participated in the Thinking Science program had greater relative gains in the NAPLAN dimensions of numeracy, writing and reading than both the accelerated students who participated in the program and those who did not. This suggests a correlation between participation in a cognitive acceleration program and improved standardised testing scores. The study will continue with a larger participant group in 2016. [Author abstract]

Publication information

Journal/Publication : Teaching Science

Domain/s: Education

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