ARTICLES
Cognitive Acceleration Conference 2018 – a Summary of Highlights
By Beth Dulin
The 2018 Cognitive Acceleration Conference was held in Noosa
on the 11-12th October. It was run by Tim Smith – Cognitive
Architecture Queensland – the conference was built around
the Cognitive Acceleration through Science Education (CASE)
Program – otherwise known as ‘Thinking Science’. This program
was originally developed by Michael Shayer, Philip Adey and
Carolyn Yates in London in the 1970s and 80s. This program is
based around Jean Piaget’s earlier work on levels of cognitive
abilities in children and adolescents – pre-operational, concrete
operational and formal operational levels of thinking. In the initial
study by Shayer and Adey it was determined that many students
entering high school are functioning at a concrete operational
level of thinking, despite many of the themes of the science
syllabus requiring thinking at the formal operational level. Similar
results have since been found in Australian students also.
Millar of the AIS was encouraging its use in Sydney schools. I
had never taught in a school that was using this program, but
those who have all speak highly of it. A group of schools on the
Sunshine Coast are implementing the CASE program, and Tim
Smith (himself originally from the UK) has moved from teaching
Thinking Science in schools to running his own company to coach
and develop teachers in their ability to implement it effectively.
Professor Trevor Bond working with a group of teachers on a
classification lesson
The two-day conference included keynote addresses on “How
Artificial Intelligence will impact Education” by Dr Natalie Rens,
on “Inspiring STEM Futures” by Associate Professor Joanne
MacDonald, on “Learning Environments and Social Synchrony in
the Classroom” by Stephanie MacMahon and one by Dr Trevor
Bond entitled “Reculer pour mieux sauter” (Go back in order to
jump higher) in which the original CASE project was revisited to
make sure the intent and essence of the original is not lost as
it is applied in Australia. Each of these keynotes was thought-
provoking, and included ideas and information I have already
used in my classroom.
Tim Smith – Cognitive Architecture-introducing the ideas of a
Thinking Science lesson
In order to address this, the Thinking Science program was
developed – a series of 30 lessons – usually run once a fortnight
across years 7 and 8 – which are designed to move students
from concrete thinking into formal operational modes.
The small group workshops were valuable, hearing of the
experiences of schools that had applied the Thinking Science
program in their schools, as well as breaking down the significant
parts of the program.
The program has had much success in the UK and in Australia,
and many articles have been published showing increased
cognitive development in students, and a flow-on improvement
in marks – not just in Science but in other subject areas as well
(see reference list for further reading).
Within the program, each lesson is based around five “pillars”
– concrete preparation, cognitive conflict, social construction,
metacognition and bridging, and the leaders of the workshops
were able to break down and explain the purpose and significance
I was drawn to this conference as I had had some exposure to
the Thinking Science program about a decade ago when Susan
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 4