AN EXPLORATION OF LONG-TERM FAR-TRANSFER EFFECTS FOLLOWING AN EXTENDED INTERVENTION PROGRAM IN THE HIGH-SCHOOL SCIENCE CURRICULUM
AN EXPLORATION OF LONG-TERM FAR-TRANSFER EFFECTS FOLLOWING AN EXTENDED INTERVENTION PROGRAM IN THE HIGH-SCHOOL SCIENCE CURRICULUM
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DOI：
10.1207/s1532690xci1101_1
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发表时间：
1993-01-01
影响因子：
3.3
通讯作者：
SHAYER, M
中科院分区：
文献类型：
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作者：
ADEY, P;SHAYER, M
八所学校的学生在他们的科学课程的基础上的概念认知冲突，元认知，并在正式操作的图式的背景下设置桥接特殊的教训。这些特殊课程取代了每2周一次的常规科学课程，持续2年。干预后立即和1年和2年后的测试结果，相对于实验和控制学生的预测试成绩进行标准化，表明干预导致皮亚杰的认知发展措施的立即收益，并在干预计划结束后2年和3年测量的实验组的科学，数学和英语成绩的收益。受影响最大的群体包括8年级（7年级）开始该方案的男孩和7年级（6年级）开始的女孩。对女孩的英语成绩和男孩的科学和数学成绩的影响更大。我们探索可能的解释的结果，在潜在的特定领域或领域一般的认知结构。
Pupils in eight schools were given special lessons within their science curriculum based on notions of cognitive conflict, metacognition, and bridging set in the context of the schemata of formal operations. These special lessons replaced regular science lessons once every 2 weeks for 2 years. Results of tests given immediately after the intervention and 1 and 2 years later, standardized with respect to pretest scores of experimental and control pupils, indicate that the intervention led to immediate gains in Piagetian measures of cognitive development and to gains in experimental groups' achievement in science, mathematics, and English language measured 2 and 3 years after the end of the intervention program. Groups most affected included the boys who started the program in Year 8 (Grade 7) and the girls who started in Year 7 (Grade 6). There were stronger effects on girls' gains in English achievement and on boys' gains in science and mathematics achievement. We explore possible explanations for the results in terms of underlying domain-specific or domain-general cognitive structures.