A STUDY ON THE SCIENCE CURRICULUM DEVELOPED BY THE CASE PROJECT TO ACCELERATE COGNITIVE DEVELOPMENT IN LOWER AND UPPER SECONDARY SCHOOLS IN THE U.K.

Abstract

The author intended to examine the science curriculum named THINKING SCIENCE which has been developed by the CASE PROJECT in the Kings College of London University in 1989, and to introduce it to Japan with some problems around it. The main aims of the project were literally to Accelerate Cognitive through Science Education in lower and upper secondary school students in the U.K. For three years since the project was formed in 1984, its members had elaborated the curriculum both theoretically and practically to be used by any science teachers. Not only the philosophy based mainly on the Piagetian theory but also the contents and teaching methods of the activities seem to suggest many useful ideas for Japanese science teachers. The main characteristics of the curriculum are as follows: (1) Based on the Piagetian developmental theory, they created the working hypothesis that it was possible to accelerate students' cognitive levels if school education and teaching style-one of the developmental factors-were improved significantly. (2) The curriculum is designed as the intervention lessons which are taught one lesson activity per two weeks for two years (total 30 lessons) other than the normal school science curriculum. Each activity usually requires about 70 minutes.(3) The contents of each activity are drawn from the Piagetian formal thinking schemata studied by him and described in his book. They analyzed each schema in detail and reorganized them to be suitable for secondary school students as concrete science activities. (4) In each lesson the learning process is planned to include new ideas such as cognitive conflict, bridging, and metacognition that are essential to accelerate the thinking level. (5) The importance of the teaching method is emphasized in every lesson and especially it is stressed that class discussion plays a central role in the development of thinking. So that the teaching procedures of each activity are written carefully and in detail in the teacher's guide. (6) The teaching materials were developed through many school trials. In the processes of trials the effectiveness of the lessons was evaluated by measuring the cognitive levels of both experimental and control student groups using Piagetian Reasoning Task and considerations, and the overall results showed their effectiveness considerably as expected.