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ERIC Number: ED430967
Record Type: Non-Journal
Publication Date: 1997-Jun-6
Pages: 20
Abstractor: N/A
Reference Count: N/A
Teaching Thinking for Engineering and Applied Science Students: A Cognitive Modifiability Approach.
Seng, Tan Oon; Seng, Seok-Hoon
This paper shares a cognitive intervention approach to teaching thinking to first-year students in engineering and applied science courses in Singapore. The theoretical underpinnings of the Cognitive Modification Intervention (CMI) are based on Feuerstein's Theory of Structural Cognitive Modifiability. Embedded in this theory is the Theory of Mediated Learning Experience, which propounds that the quality of interaction between a learner and an intentional human play a significant role in the cognitive development of the learner. The design of the intervention includes a diagnostic approach for attacking cognitive deficiencies through self-awareness and metacognitive activities; cognitive modification through mediation learning; and bridging and use of thinking tools for effective transfer across academic and life situations. The study used four experimental and four control groups, with 18-20 students per group who participated in the intervention. Although the quantitative results of the pre- and posttests are not yet fully analyzed, the subjective experience of the mediator and qualitative feedback from the participants are encouraging. The results lend support to the school of thought that thinking can be taught and that intelligence is modifiable. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore