메뉴 건너뛰기




Volumn 37, Issue 3, 2000, Pages 259-274

Accelerating the development of formal thinking in Pakistan secondary school students: Achievement effects and professional development issues

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0042724880     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(200003)37:3<259::AID-TEA3>3.0.CO;2-W     Document Type: Article
Times cited : (30)

References (32)
  • 1
    • 0012662386 scopus 로고    scopus 로고
    • Does motivation style explain the CASE differences? A reply to Leo and Galloway
    • Adey, P. (1996). Does motivation style explain the CASE differences? A reply to Leo and Galloway. International Journal of Science Education, 18, 51-53.
    • (1996) International Journal of Science Education , vol.18 , pp. 51-53
    • Adey, P.1
  • 2
    • 84984034386 scopus 로고
    • Accelerating the development of formal thinking in middle and high school pupils
    • Adey, P.S., & Shayer, M. (1990). Accelerating the development of formal thinking in middle and high school pupils. Journal of Research in Science Teaching, 27, 267-285.
    • (1990) Journal of Research in Science Teaching , vol.27 , pp. 267-285
    • Adey, P.S.1    Shayer, M.2
  • 3
    • 84866151604 scopus 로고
    • An exploration of the long term far-transfer effects following an extended intervention programme in the high school curriculum
    • Adey, P.S., & Shayer, M. (1991). An exploration of the long term far-transfer effects following an extended intervention programme in the high school curriculum. Cognition and Instruction, 11, 1-29.
    • (1991) Cognition and Instruction , vol.11 , pp. 1-29
    • Adey, P.S.1    Shayer, M.2
  • 10
    • 79959682228 scopus 로고
    • Distribution of piagetian cognitive levels in middle school students and its match with science curricula
    • Iqbal, H.M., & Shayer, M. (1995). Distribution of Piagetian cognitive levels in middle school students and its match with science curricula. Bulletin of Education and Research, XVII-XVIII (1,2).
    • (1995) Bulletin of Education and Research , Issue.1-2
    • Iqbal, H.M.1    Shayer, M.2
  • 12
    • 0043085578 scopus 로고    scopus 로고
    • Cognitive acceleration through science education: Alternative perspectives
    • Jones, M., & Gott, R. (1998). Cognitive acceleration through science education: Alternative perspectives. International Journal of Science Education, 20, 755-768.
    • (1998) International Journal of Science Education , vol.20 , pp. 755-768
    • Jones, M.1    Gott, R.2
  • 13
    • 84987226628 scopus 로고
    • Relationships of science subject matter and developmental levels of learners
    • Lawson, A.E., & Renner, J.W. (1975). Relationships of science subject matter and developmental levels of learners. Journal of Research in Science Teaching, 12, 347-358.
    • (1975) Journal of Research in Science Teaching , vol.12 , pp. 347-358
    • Lawson, A.E.1    Renner, J.W.2
  • 14
    • 0012714537 scopus 로고    scopus 로고
    • Conceptual links between cognitive acceleration through science education and motivational style: A critique of Shayer and Adey
    • Leo, E.L., & Galloway, D. (1996). Conceptual links between cognitive acceleration through science education and motivational style: A critique of Shayer and Adey. International Journal of Science Education, 18, 35-49.
    • (1996) International Journal of Science Education , vol.18 , pp. 35-49
    • Leo, E.L.1    Galloway, D.2
  • 16
    • 0037780444 scopus 로고
    • Windsor: National Foundation for Educational Research (now available as Piagetian reasoning tasks. 16 Fen End, OVER, Cambridge CB4 5NE, U.K.: Science Reasoning)
    • NFER. (1979). Science reasoning tasks. Windsor: National Foundation for Educational Research (now available as Piagetian reasoning tasks. 16 Fen End, OVER, Cambridge CB4 5NE, U.K.: Science Reasoning).
    • (1979) Science Reasoning Tasks
  • 17
    • 0042584834 scopus 로고
    • Failure of cognitive group tasks in secondary schools of Pakistan
    • Pervez, M. (1987). Failure of cognitive group tasks in secondary schools of Pakistan. Pakistan Journal of Psychological Research, 2, 11-23.
    • (1987) Pakistan Journal of Psychological Research , vol.2 , pp. 11-23
    • Pervez, M.1
  • 19
    • 0042584830 scopus 로고
    • How to assess science courses
    • Shayer, M. (1970). How to assess science courses. Education in Chemistry, 6, 182-184, 186.
    • (1970) Education in Chemistry , vol.6 , pp. 182-184
    • Shayer, M.1
  • 21
    • 0001383978 scopus 로고
    • The distribution of Piagetian stages of thinking in British middle and secondary school children
    • Shayer, M., Küchemann, D.E., & Wylam, H. (1976). The distribution of Piagetian stages of thinking in British middle and secondary school children. British Journal of Educational Psychology, 46, 164-173.
    • (1976) British Journal of Educational Psychology , vol.46 , pp. 164-173
    • Shayer, M.1    Küchemann, D.E.2    Wylam, H.3
  • 22
    • 0040317257 scopus 로고
    • The distribution of Piagetian stages of thinking in British middle and secondary school children. II: 14-16 year-olds and sex differentials
    • Shayer, M., & Wylam, H. (1978). The distribution of Piagetian stages of thinking in British middle and secondary school children. II: 14-16 year-olds and sex differentials. British Journal of Educational Psychology, 48, 62-70.
    • (1978) British Journal of Educational Psychology , vol.48 , pp. 62-70
    • Shayer, M.1    Wylam, H.2
  • 24
    • 84983933148 scopus 로고
    • Accelerating the development of formal thought in middle and high school students. III: Testing the permanency of effects
    • Shayer, M., & Adey, P.S. (1992a). Accelerating the development of formal thought in middle and high school students. III: Testing the permanency of effects. Journal of Research in Science Teaching, 29, 1101-1115.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 1101-1115
    • Shayer, M.1    Adey, P.S.2
  • 25
    • 0002086636 scopus 로고
    • Accelerating the development of formal thinking in middle and high school students. II: Post-project effects on science achievement
    • Shayer, M., & Adey, P.S. (1992b). Accelerating the development of formal thinking in middle and high school students. II: Post-project effects on science achievement. Journal of Research in Science Teaching, 29, 81-92.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 81-92
    • Shayer, M.1    Adey, P.S.2
  • 26
    • 84989060386 scopus 로고
    • Accelerating the development of formal thinking in middle and high school students. IV: Three years on after a two year intervention
    • Shayer, M., & Adey, P.S. (1993). Accelerating the development of formal thinking in middle and high school students. IV: Three years on after a two year intervention. Journal of Research in Science Teaching, 30, 351-366.
    • (1993) Journal of Research in Science Teaching , vol.30 , pp. 351-366
    • Shayer, M.1    Adey, P.S.2
  • 28
    • 0039133005 scopus 로고    scopus 로고
    • The long-term effects of cognitive acceleration on pupils' school achievement
    • School of Education, King's College, University of London
    • Shayer, M. (1996). The long-term effects of cognitive acceleration on pupils' school achievement. Report available from the Centre for the Advancement of Thinking, School of Education, King's College, University of London.
    • (1996) Report Available from the Centre for the Advancement of Thinking
    • Shayer, M.1
  • 29
    • 85037493019 scopus 로고    scopus 로고
    • Cognitive acceleration does work: You can make high school students better learners
    • Feb. 17 Philadelphia
    • Shayer, M. (1998, Feb. 17). Cognitive acceleration does work: You can make high school students better learners. Paper delivered at the annual meeting of the American Association for the Advancement of Science, Philadelphia.
    • (1998) Annual Meeting of the American Association for the Advancement of Science
    • Shayer, M.1
  • 30
    • 0042584836 scopus 로고    scopus 로고
    • Cognitive acceleration through science education. II: Its effects and scope
    • Shayer, M. (1999). Cognitive acceleration through science education. II: Its effects and scope. International Journal of Science Education, 21, 883-902.
    • (1999) International Journal of Science Education , vol.21 , pp. 883-902
    • Shayer, M.1
  • 31
    • 0004115808 scopus 로고
    • London: Harvard University Press
    • Vygotsky, L.S. (1978). Mind in society. London: Harvard University Press.
    • (1978) Mind in Society
    • Vygotsky, L.S.1
  • 32
    • 0002381924 scopus 로고
    • The genesis of higher mental functions
    • J.V. Wertsch (Ed.), Armonk, NY: M.E. Sharpe
    • Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology. Armonk, NY: M.E. Sharpe.
    • (1981) The Concept of Activity in Soviet Psychology
    • Vygotsky, L.S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.