Evaluation of the Feuerstein Instrumental Enrichment (FIE) Program among Arab-Israeli Students

Cohen, S. (Shlomit)¹, Cagan, A. (Anat)¹, Yosef, L. (Lea)¹, Devisheim, H. (Haim)¹, Tzuriel, D. (David)¹, Goldenberg, R. (Rosalind)¹, Feuerstein, R. (Rafi)^1
1Feuerstein Institute, 47 Narkiss St., 9107701, Jerusalem

 

Submission type

Oral only

Scheduled

Room 117, 10-07-2019, 13:30 - 15:00

Keywords

Cognitive Intervention, Low Socio-Economic Status, Academic Achievements, Arab Education, Instrumental Enrichment

Summary

The Feuerstein Instrumental Enrichment (FIE) Program, which is based on Structural Cognitive Modifiability and Mediated Learning Experience theory, is aimed at promoting problem-solving strategies and metacognition. It is focused on development of deficient cognitive functions and learning strategies rather than on knowledge. Implementation of the FIE program is especially crucial for students with low socioeconomic background and achievements. The FIE was implemented in eleven Israeli-Arab schools in East Jerusalem (Grades 4-9) where academic achievements are typically low, and many students dropout during high school. The current study is based on three classes (randomly selected from one school) who were assigned to experimental group and two classes to a control group. Students in the experimental group (n =58) were taught FIE for one year (2 lessons per week) by trained teachers whereas students in the control group (n = 46) learned the regular content-oriented curriculum for the same period. Grades in English, Arabic and Mathematics were gathered at the start and end of the academic year. The findings showed that the students in the experimental group showed significantly higher pre- to post-intervention improvement than students in the control group. The findings are discussed in relation to theory and previous research.

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