The use of CASE to bridge the transition between primary and secondary school in Ireland

McCormack, L

Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/13364

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DC Field	Value	Language
dc.contributor.author	McCormack, L	-
dc.date.accessioned	2016-10-17T12:14:33Z	-
dc.date.available	2016-09-01	-
dc.date.available	2016-10-17T12:14:33Z	-
dc.date.issued	2016	-
dc.identifier.citation	School Science Review, 98 (362), pp. 47 - 54, (2016)	en_US
dc.identifier.issn	0036-6811	-
dc.identifier.uri	http://www.ase.org.uk/journals/school-science-review/2016/09/362/	-
dc.identifier.uri	http://bura.brunel.ac.uk/handle/2438/13364	-
dc.description.abstract	This article describes how the Cognitive Acceleration through Science Education (CASE) programme was implemented in the final year of primary school and the first year of secondary school in a number of schools in Ireland. The original CASE programme, pioneered in the 1980s, proved successful in its aim to develop the science-reasoning abilities and achievement of 12- to 14-year-old pupils in the UK. The effectiveness of the programme, delivered in the primary–secondary school transition context, is reported in this article.	en_US
dc.format.extent	47 - 54	-
dc.language.iso	en	en_US
dc.publisher	Association for Science Education	en_US
dc.subject	Cognitive Acceleration Science Education	en_US
dc.subject	primary school	en_US
dc.subject	secondary school	en_US
dc.subject	Ireland	en_US
dc.title	The use of CASE to bridge the transition between primary and secondary school in Ireland	en_US
dc.type	Article	en_US
dc.relation.isPartOf	School Science Review	-
pubs.issue	362	-
pubs.publication-status	Published	-
pubs.volume	98	-
Appears in Collections:	Dept of Education Research Papers

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