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Accelerating the Development of Formal Thinking in Pakistan Secondary School Students: Achievement Effects and Professional Development Issues
Author(s) -
Iqbal Hafiz M.,
Shayer Michael
Publication year - 2000
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(200003)37:3<259::aid-tea3>3.0.co;2-w
Subject(s) - context (archaeology) , academic achievement , mathematics education , intervention (counseling) , psychology , cognitive development , pedagogy , science education , professional development , student achievement , cognition , sociology , geography , neuroscience , archaeology , psychiatry
This article reports the result of using, in the context of Pakistan secondary education, an intervention program which earlier was shown in British schools to have a substantial effect over a 2‐year period on the cognitive development of pupils, and subsequently to have long‐term effects on students' school achievement. This study is not merely a replication; the attempt, in the context of a developing country, has cultural implications which also need discussion. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 259–274, 2000.