To teach how to learn by Feuerstein’s method. A empirical study on integration of Instrumental Enrichment methodological criteria into a Primary School curriculum

Abstract

The aim of this experimental research is to examine Feuerstein’s educational theory.
By expanding on theories from Piaget and Vygotskij, Feuerstein described a method to teach students how to study through the development of an active structural approach. This is effective for learning because it develops
habits for seeking novel strategies when faced with new and complex problems.
The study, after analysing the international literature on the application of the method in primary school, investigates one of the problems arising from the examination conducted so far: why isn’t the Feuerstein’s Instrumental
Enrichment process consistently affects student performance in all subjects always?
The assumption of this research is that the Feuerstein program cannot influence the academic performance if it is not integrated into the school curriculum. It can be assumed that if the Feuerstein principles of mediated
learning were applied to all subjects, a cognitive-curriculum can be developed, resulting in a significant improvement in the school performance.
The study consists of a two-years quasi- experiment in a primary school (2013-2014, 2014-2015): 83 students in the fourth and fifth grades and 4 IE (Instrumental Enrichment) trained teachers were involved. They were divided
into four independent groups: two are experimental and two are for comparison. Quantitative and qualitative assessment tools will be used before and after the process. The best results on school performance and quality of learning mediation are achieved by combining the program with the methodological criteria integrated into to the school curriculum.