Thinking and learning enrichment: A research with IE -Instrumental Enrichment and MS -Mental Structures Programmes in a primary school
Author(s):
Debora Aquario (presenting / submitting) Renzo Vianello (presenting) Alba Fodale Erika Vitantonio Francesca Pulina
Conference:
ECER 2014
Network:
27. Didactics - Learning and Teaching
Format:
Paper

Session Information

27 SES 12 B, Teaching Strategies for Learning Enhancement

Paper Session

Time:
2014-09-05
09:00-10:30
Room:
B016 Anfiteatro
Chair:
Jérôme Santini

Contribution

The study aims to implement two Programmes for thinking and learning enrichment in a Italian primary school. The two Programmes are the following: the Feuerstein’s Instrumental Enrichment - Standard – Level I (IE, Feuerstein et al, 1980) and the Mental Structures by R. Vianello (MS Project, Vianello 2000). Both Programmes have been developed for the improvement/enhancement of learning and thinking potentials. 

The crucial point in IE is what Feuerstein called “structural cognitive modifiability”, the propensity of human beings to modify their cognitive functioning to adapt the changing demands of different life situations. This is possible through a “mediated learning experience” (based on the Vygotskian concept of zone of proximal development), that frames and filters the learner’s direct experience. The essence of the Programme lies in the combination of the materials on one side and the role of the mediator on the other. The mediator promotes both cognitive aspects (selects, filters and organizes stimuli, regulating the intensity and duration and by stimulating the connection between the elements) and affective aspects (feelings of self-esteem, intrinsic motivation, responsibility and regulation of behavior) giving rise in students to the need and the willingness to learn (Ben-Hur, 2000; Brassel, 2001; Kozulin et al, 2010; Romney & Samuels, 2001; Vanini, 2003, 2006).

IE Standard -Level I consists of five instruments and accompanying teacher's guides. The materials used in the Programme are free of specific subject matter, and are intended to be bridged to academic school subjects and life skills. The instruments used in the research are some pages of:

-          Organization of Dots, designed to enable students to identify patterns from clouds of dots in a series of geometric figures;

-          Orientation in Space, designed to enable students to orient themselves to the four positions of right, left, front, and back and to understand different points of view;

-          Comparisons, designed to enable students to understand the concepts of similarity and difference.

MS-Mental Structures is also based on the role of the “mediator” that becomes relevant in its active and dialogic function of stimulating discussions. It contains 3 instruments: the first (Correspondences and Functions Intervention, CFI) for qualitative/quantitative correspondences and direct/indirect functions, the second (Spatial and Temporal Notions, NST) for spatial and temporal notions, and the third (Symmetries and Rotations, SR) that helps children to elaborate and manipulate mental images (Vianello & Marin, 1997, 1998; Vianello, 2000).

Although the 2 Programmes are quite different, they share some aspects: for example the focus on the systematic exploration of the proposed material, and the attention paid to the strengthening of language (through “thinking aloud”). Moreover both Programmes aim to stimulate the acquisition of skills that contribute to empower students to understand, to reflect and think critically and to engage with important cognitive and social issues.

Research questions

Starting from these premises, the research questions are:

What are the effects derived from the implementation of these two Programmes in terms of changes in the level of development of thinking and intelligence? And in terms of changes in relational / affective climate?

Objectives

The general objectives are the following:

-          To promote the use of cognitive enrichment Programmes in schools

-          To give teachers useful instruments not only as teaching tools serving for academic purposes, but also as tools for enhancing the quality of classroom climate and teacher/students relationship.

Method

There have been involved 4 classes of a primary school for a total of 31 children aged 7 years, respectively 18 children involved in IE training and 13 children in MS training. The method consists of: - Pre-test - Intervention: 10 hours for IE and 10 hours for MS with 2 different groups of children - Post-test - Follow-up (at 3 months of distance) In pre- and post- test, the instruments used are: the Coloured Progressive Matrices (CPM, Raven, 1954) for measuring general components of intelligence; OLC (Logical Operations and Conservation Test, Vianello & Marin, 1997), an instrument created for the evaluation of intelligence, and in particular for the level of development of logical thinking, and CFV (Correspondences and Functions Assessment, Vianello & Marin, 1998) that evaluates the capacity of identifying and producing correspondences and functions. In order to obtain qualitative/narrative data we used: - an observation schedule: Mediated Learning Experiences (MLE) Observation (Cook-Morales, 1994) (based on the MLE Rating Scale, Lidz, 1991) - a diary, in order to observe the changes (in single students and in the classroom group) in terms of communication and relationships among children Moreover, teachers of the children trained with IE were interviewed to understand their perceptions concerning possible changes or to compare our perceptions about changes eventually seen by ourselves.

Expected Outcomes

The results deriving from all the instruments used (pre- and post-test comparison, observation, diary and interviews) will be presented and discussed in the paper, as well as the main educational implications. In general, pre- and post-test data comparison (both for IE and MS) suggest an improvement after the intervention, mainly in CFV results (confirmed in follow-up). Qualitative analyses show changes in terms of more active participation and interest for the proposed activities, a higher level of accuracy, an interest for the process of elaborating tasks (more than the product), and in the ways of collaborating each other and asking help. In particular, about the role of the mediator, it seemed to be relevant not only for the active involvement of all children but also for articulating content value, bridging between current task and student’s experiences, using verbal and non-verbal communication, creating a “we-ness” feeling. The use of these Programmes seems to have cognitive and social implications that need to be more deeply investigated. Educational research in this area is needed in order to obtain data to support the importance of the introduction of such Programmes in the schools and to prove their effectiveness in contributing to the achievement of learning and social goals.

References

Ben-Hur, M. (2000). Feuerstein’s Instrumental Enrichment: better learning for better students. Johns Hopkins University. Brassel, E.G. (2001). Teacher perceptions of the effectiveness of Feuerstein’s instrumental enrichment and mediated learning experiences curriculum. Mercer University. Feuerstein, R. , Rand, Y., Hoffman, M. B., Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press. Feuerstein, R., & Falik, L. H. (2000). Cognitive modifiability: A needed perspective on learning for the 21st century, College of Education Review, 17, San Francisco State University. Lidz, C.S. (1991). MLE Components and their roots in theory and research, in R. Feuerstein, P.S. Klein and A. J.. Tannenbaum (eds), Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning Implications, pp. 271-291. London: Freund. Savell, J. M., Twohig P. T., & Rachford, D.L. (1986). Empirical status of Feuerstein’s Instrumental Enrichment (FIE) techniques as a method of teaching thinking skills, Review of Educational Research, 56, 381-409. Vianello, R. (2000). Progetto MS. Strumenti e materiali per il potenziamento del pensiero. Bergamo: Edizioni Junior. Vianello R., & Marin, M.L. (1997). OLC. Operazioni Logiche e Conservazione. Bergamo: Edizioni Junior. Vianello, R., & Marin, M.L. (1998). CFV. Corrispondenze e funzioni: valutazione. Edizione per la sperimentazione. Bergamo:Edizioni Junior.

Author Information

Debora Aquario (presenting / submitting)
University of Padova, Italy
Renzo Vianello (presenting)
University of Padova, Italy
Alba Fodale
University of Padova, Italy
Erika Vitantonio
University of Padova, Italy
Francesca Pulina
University of Padova, Italy

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