Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-08-17 DOI:10.1080/21683603.2021.1951409

D. Tzuriel, Shlomit Cohen, Rafi Feuerstein, Haim Devisheim, Shahar Zaguri-Vittenberg, Rosalind Goldenberg, L. Yosef, Anat Cagan

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引用次数: 3

Abstract

ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.

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在以色列-阿拉伯学生中评价Feuerstein工具充实(FIE)计划

Feuerstein工具充实(FIE)项目是一个基于结构认知可修饰性和中介学习经验(SCM-MLE)理论的过程导向项目。它旨在促进学习如何学习，发展有缺陷的认知功能，解决问题的策略和元认知能力。该项目主要面向来自社会经济背景较低、学业成绩较差的学生。FIE在一所以色列-阿拉伯学校的三个四年级班级(n = 73)实施了一年。同一所学校四年级的两个比较班(n = 58)在同一时期学习了常规的内容导向课程。所有学生在干预前都进行了Raven 's彩色递进矩阵、数字递进测试和B8-B12集变异测量。在干预前后记录学生的英语、阿拉伯语和数学成绩。研究结果表明，与对照组相比，接受FIE的学生在干预前和干预后的成绩显著提高，并且一开始认知得分较低的学生比得分较高的学生从该计划中受益更多。本文结合SCM-MLE理论和前人的研究，讨论了远迁移效应的研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.