A small scale research intervention was published in 2014.
The Cognitive Acceleration Curriculum As A Tool For Overcoming Difficulties In The Implementation Of Inquiry Skills In Science Education Among Primary School Students
Hugerat, M ; Najami, N ; Abbasi, M ; Dkeidek, I Journal of Baltic Science Education ; Šiauliai Vol. 13, Iss. 4, (2014): 523–534.
This study investigates how the Cognitive Acceleration through Science Education (CASE) programme helps primary school students master complex inquiry skills, such as variable isolation and control. Research indicates that many pupils struggle with the intellectual demands of scientific thinking, often failing to distinguish between dependent and independent variables. The researchers compared a group of sixth-graders using the CASE intervention against a group following a traditional textbook curriculum. Results demonstrated that the CASE group achieved significantly higher scores in identifying variables and understanding the role of control groups. The authors conclude that structured intervention and social interaction can effectively bridge the gap between a child’s cognitive maturity and the requirements of the science curriculum. Overcoming these frustrations through active learning is essential for developing true scientific literacy in young learners.