Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention
Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention
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加速中学生形式思维的发展四：两年干预后三年
DOI：
10.1002/tea.3660300404
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发表时间：
1993
影响因子：
4.6
通讯作者：
P. Adey
中科院分区：
文献类型：
--
作者：
M. Shayer;P. Adey
在一项旨在促进正式操作思维的为期两年的干预计划结束三年后，最初11岁的学生的成就通过他们在16岁时参加的英国国家考试的成绩进行了测试。虽然干预是在科学学习的背景下进行的，但在科学、数学和英语方面都有效果。与早先报告的12岁年龄组的结果相反，男孩在科学和数学方面的成绩高于女孩，而这一影响仅限于女孩。与控制班相比，科学，0.67σ数学，0.72σ和英语，0.69σ的效果大小。虽然有一半的学生在科学方面的成绩有所提高，这与干预中使用的皮亚杰模型是一致的，但一些学生在科学、数学和英语方面的成绩与皮亚杰测试中的成绩并不相关。这些结果归因于旨在增强元认知的干预方法的各个方面。结合青少年皮亚杰发育的规范性数据讨论了干预和指导之间的区别。
Three years after the end of a two-year intervention program intended to promote formal operational thinking, the achievement of students initially 11 years of age was tested by their results in British National examinations, taken at age 16. Although the intervention was set within the context of science learning, the effects were found in science, mathematics, and English. In contrast to results reported earlier for the older cohort aged 12 years initially, where the boys showed greater achievement than girls in science and mathematics, here the effect was limited to girls. In comparison with control classes the effect sizes were science, 0.67σ mathematics, 0.72σ, and English, 0.69σ. Although half of the students showed increased achievement in science, which was consistent with the Piagetian model used in the intervention, the achievement of some in science, mathematics, and English was not associated with gains on Piagetian tests above those of control students. These results were attributed to aspects of the intervention methodology intended to enhance metacognition. The distinction between intervention and instruction was discussed in relation to normative data on Piagetian development in adolescents.