Thinking Enrichment instruments: a research in a primary school


  • Debora Aquario Pensa MultiMedia Editore
  • Alba Maria Fodale
  • Francesca Pulina
  • Erika Vitantonio


The study aims to implement two Programmes for thinking enrichment in a 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). 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. Starting from these premises, the research questions are: What are the effects derived from the implementation of these two Programmes and from the group administration? There have been involved 4 classes of a primary school, respectively 18 children involved in IE training and 12 children in MS training. Data from qualitative and quantitative instruments suggest interesting issues for reflection about mediation.



How to Cite

Aquario, D., Fodale, A. M., Pulina, F., & Vitantonio, E. (2016). Thinking Enrichment instruments: a research in a primary school. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (15), 43–62. Retrieved from