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Cognitive competence as a positive youth development construct: conceptual bases and implications for curriculum
Rachel C F Sun1, Eadaoin K P Hui
1Department of Social Work, The Chinese University of Hong Kong, Shatin, Hong Kong. cfsun@swk.cuhk.edu.hk
International Journal of Adolescent Medicine and Health
|October 31, 2006
Summary
This study defines cognitive competence in youth, encompassing creative and critical thinking. Curriculum units were developed to enhance these skills in Hong Kong secondary students.
Area of Science:
- Positive Youth Development
- Educational Psychology
- Curriculum Design
Background:
- Cognitive competence is a key construct in positive youth development.
- It encompasses creative and critical thinking skills.
- Understanding these skills is crucial for effective curriculum development.
Purpose of the Study:
- To outline the conceptual bases of cognitive competence.
- To explore its implications for curriculum development.
- To design and implement curriculum units promoting creative and critical thinking.
Main Methods:
- Conceptual analysis of cognitive competence.
- Curriculum unit design based on adolescent development.
- Contextualization within the Hong Kong Chinese setting.
- Implementation in Project P.A.T.H.S. for Secondary 1-3 students.
Main Results:
- Six curriculum units were developed to foster creative and critical thinking.
- Secondary 1 units focus on recognizing and applying thinking styles.
- Secondary 2 units enhance creative problem-solving.
- Secondary 3 units strengthen critical thinking for decision-making.
Conclusions:
- The developed curriculum effectively promotes cognitive competence in adolescents.
- Tailored approaches are beneficial for different developmental stages.
- Cognitive competence is a vital component of positive youth development and educational success.
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