Abstract:
The experimental study investigated the effect of science activities (‘Let’s Think!’) on the
development of thinking skills of early school children in Pakistan. A total of 101 experimental
and 130 control group children of grade 1 participated in the study. The sample comprised 4
experimental and 5 control groups was selected from 6 different schools. The mean age of
children was 83 months (SD=11.4) at the time of pretest. Thirty science activities were conducted
as intervention for a period of 1 year. The Schemata i.e., Seriation, Classification, Time
Sequence, Spatial Perception, Causation, Theory of Mind and Concrete Modeling were
addressed in the activities. For measuring the cognitive development of children, drawing and
conservation tests were used as pre and posttest. The purpose of drawing test, that intended to
measure the schema of spatial perception, was to see the effect of science activities on the
schema addressed in the intervention program. The conservation test was used to examine the
effect of science activities on the schema other than those addressed in the intervention program.
Independent sample t-test was applied to see the difference between the mean gain scores of the
experimental and the control group. Hedges’ g effect size was calculated on the gain scores to
measure the magnitude of effect on the thinking skills of children. The results of the study
showed that the gain scores of the experimental group on the drawing and the conservation tests
were significantly higher than those of the control group. The effect of intervention on the
drawing and the conservation tests was significant both in boys and girls. However, the values of
the effect sizes on both of the tests were higher in the girls than the boys. When age-wise
comparison was made, it was observed that the effect of intervention on the drawing test was
significant at age 6 + , 7 + and 8 + years. In case of the conservation test, however, it was significant
at the age 6 + and 7 + years. The value of the effect size on conservation test was the highest at the
age 6 + , which dropped gradually in the age 7 + and 8 + years. Furthermore, the effect of
intervention on the drawing and the conservation tests was significant in the girls at age 6 + and 7 +
years, whereas for the boys, it was significant at the age 6 + only. Phases of rapid brain growth
iiand plateau and the gender differences in these phases give an account of the differential effect of
intervention on age and gender. The results of the study suggest that thinking skills intervention
programs aiming at the development of general thinking ability of children should be introduced
in schools at appropriate time.