Abstract
ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.
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