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首页> 外文学位 >Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program.
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Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program.

机译：青春期是学习正式思维能力的关键时期吗？一个基于短期探究式干预计划调查形式思维能力发展的案例研究。

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摘要

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence.;In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods.;The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills. The data indicated that there is not a significant difference between adolescents and post-adolescents (up to 16-years-old) ability to learn formal thinking skills. Both groups (adolescent and post-adolescent) showed improvement in their formal thinking skill ability after the intervention. The intervention also demonstrated evidence of improving students' intelligence scores.
机译：当前国内外对科学学生成绩的比较研究表明，美国要想在全球经济中保持竞争力，就必须改善科学教育。美国科学教育表现不佳的原因之一是缺乏培养正式的思维能力以获取科学素养所需的学生。先前的研究表明，可以向青少年传授正式的思维技能，但是，只有25％的即将入学的大学新生具备这些必要的技能。有证据表明，青春期（11-13岁的女孩，12-14岁的男孩）是学生必须学习正式思维技能的关键时期，类似于幼儿学习语言的关键时期。尚不清楚学生在青春期之前或之后学习正式的思维技巧是否更加困难。该定量案例研究的目的是确定青春期是否是学生学习正式思维技能的关键时期。该研究还调查了以正式的思维技能为重点的计划是否可以提高学生的智力。在这项研究中，有32名未开发任何正式思维技能的学生（年龄从10-16岁不等）接受了为期四周的基于询问的强化学习，正式思维技能干预计划，重点放在两种正式思维技能上：（1）控制和排除变量的能力； （2）操纵比例和比例的能力。接受培训的学生与年龄，性别，正式思维能力和智力相匹配的对照学生相匹配。对照组在干预期间参加了他们的传统科学课程。研究结果表明，干预计划成功地培养了学生的正式思维能力。青少年前（男性，年龄10-11岁，女性，年龄10岁）无法学习正式的思维能力。数据表明，青少年和青春期后（至16岁）学习正式思维能力的能力没有显着差异。干预后，两组（青春期和青春期后）均显示出其正式思维能力的提高。干预还证明了提高学生的智力得分的证据。

著录项

  • 作者

    Towne, Forrest S.;

  • 作者单位

    University of Montana.;

  • 授予单位 University of Montana.;
  • 学科 Education Educational Psychology.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 254 p.
  • 总页数 254
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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