The CASE approach for pupils with learning difficulties
Published in June 2002, this article, by Shirley Simon, looks at applying Cognitive Acceleration through Science Education (CASE) theory to planning and teaching Thinking Science lessons for students with different needs.
Using Thinking Science with mixed-ability classes can be challenging, as there is a need to find ways of engaging students who have different needs and abilities. Identifying appropriate levels of challenge to stimulate students’ thinking and including strategies that encourage social interactions and reflection can help to facilitate the process of construction. Scenarios from two Thinking Science lessons provide examples of how cognitive conflict and social space learning were facilitated for students with different needs, including some students with learning difficulties.
This article was published in School Science Review, June 2002.