ABSTRACT
In this chapter, the authors first explore the neural changes occurring during adolescence and how these support the maturation of cognitive functions and behaviours. They then examine the development of science and mathematics skills during adolescence, with a particular focus on misconceptions in these disciplines. Peers are particularly important during adolescence, and it has been proposed that avoiding social risk, that is, social exclusion, is a key driver of adolescent decision making. As cognitive control and metacognitive skills develop during adolescence, adolescents may become more able over the course of secondary school to reflect on their tendencies to answer intuitively and to develop appropriate strategies to combat them. In addition to the cognitive skills, science- and mathematics-specific factual knowledge, procedural skills and conceptual understanding all support performance in the disciplines. Finally, the authors consider what this evidence suggests teachers can do to help remedy science and mathematics misconceptions during this important period of development, as students work towards compulsory exams.
