Bringing CASE in from the cold: the teaching and learning of thinking
Thinking Science is a two-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely with a genera...
| Main Authors: | , |
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| Format: | Article |
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Springer
2016
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| Online Access: | https://eprints.nottingham.ac.uk/32322/ |
| _version_ | 1848794383821832192 |
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| author | Oliver, Mary Venville, Grady |
| author_facet | Oliver, Mary Venville, Grady |
| author_sort | Oliver, Mary |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Thinking Science is a two-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre and post-intervention cognitive tests conducted with participating students (n = 655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age matched control group over the length of the program. Noteworthy, is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and the principles from evidence-based programs such as Thinking Science be universally adopted. |
| first_indexed | 2025-11-14T19:15:20Z |
| format | Article |
| id | nottingham-32322 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:15:20Z |
| publishDate | 2016 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-323222020-05-04T17:30:51Z https://eprints.nottingham.ac.uk/32322/ Bringing CASE in from the cold: the teaching and learning of thinking Oliver, Mary Venville, Grady Thinking Science is a two-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre and post-intervention cognitive tests conducted with participating students (n = 655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age matched control group over the length of the program. Noteworthy, is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and the principles from evidence-based programs such as Thinking Science be universally adopted. Springer 2016-01-20 Article PeerReviewed Oliver, Mary and Venville, Grady (2016) Bringing CASE in from the cold: the teaching and learning of thinking. Research in Science Education . ISSN 1573-1898 thinking skills metacognition cognitive conflict pedagogy http://link.springer.com/article/10.1007%2Fs11165-015-9489-3 doi:10.1007/s11165-015-9489-3 doi:10.1007/s11165-015-9489-3 |
| spellingShingle | thinking skills metacognition cognitive conflict pedagogy Oliver, Mary Venville, Grady Bringing CASE in from the cold: the teaching and learning of thinking |
| title | Bringing CASE in from the cold: the teaching and learning of thinking |
| title_full | Bringing CASE in from the cold: the teaching and learning of thinking |
| title_fullStr | Bringing CASE in from the cold: the teaching and learning of thinking |
| title_full_unstemmed | Bringing CASE in from the cold: the teaching and learning of thinking |
| title_short | Bringing CASE in from the cold: the teaching and learning of thinking |
| title_sort | bringing case in from the cold: the teaching and learning of thinking |
| topic | thinking skills metacognition cognitive conflict pedagogy |
| url | https://eprints.nottingham.ac.uk/32322/ https://eprints.nottingham.ac.uk/32322/ https://eprints.nottingham.ac.uk/32322/ |