Accelerating the Development of Formal Thinking in Pakistan Secondary School Students: Achievement Effects and Professional Development Issues

Abstract

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.