The Effects of Cognitive Acceleration

In the 1970s, we identified a serious mismatch between the demands of the science curriculum taught in schools and the levels of cognitive functioning of the majority of the student population (Shayer & Adey, 1981). Using Piagetian measures in the large-scale Concepts in Secondary Mathematics an...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Philip Adey, Michael Shayer
Format:	Buchkapitel
Sprache:	eng
Schlagworte:	Behavioral sciences Biological development Biological sciences Biology Children Cognitive development Cognitive psychology Cognitive space Curricula Developmental biology Economic disciplines Economics Education Educational methods Educational personnel Educational testing Educational tests Educators Employment Formal education Formal logic Growth and development Human populations Labor economics Logic Logical topics Mathematical logic Mathematical relations Mathematical set theory Mathematics curricula Mathematics education Occupations Pedagogy Persons Philosophy Population studies Posttests Psychology Science education Social sciences Specialized education Teachers Training Training devices
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	In the 1970s, we identified a serious mismatch between the demands of the science curriculum taught in schools and the levels of cognitive functioning of the majority of the student population (Shayer & Adey, 1981). Using Piagetian measures in the large-scale Concepts in Secondary Mathematics and Science (CSMS) survey, we determined that only 30% of 16-year-olds achieved early formal operations (Piaget & Inhelder, 1969), and only 11% demonstrated the mature formal operations necessary for university work (Shayer, Küchemann, & Wylam, 1976; Shayer & Wylam, 1978).¹ To address this problem, Michael Shayer developed an intervention based on the Piagetian theory of