The CASE results: implications for science teaching

This paper considers the implications of the Cognitive Acceleration through Science Education (case) project results for science teaching methods. Results are summarized briefly and then the peculiar features of the case methodology and subject‐matter are described and consideration given to how they could be incorporated into any science curriculum. In particular, the use of cognitive conflict, metacognition, and bridging are described, and set in the context of the development of formal operational thinking. Finally, the potential roles of printed materials and INSET are reviewed for introducing such features into the professional repertoire of science teachers.