Alternative frameworks about Newton's laws of motion : examination performance, cognitive development and cognitive styles of Maltese Fourth Form Junior Lyceum students

Abstract

Students' performance in SEC Physics is far from the desired level and has, thus, been an area of interest for science educators. The research analyses the annual exam performance of fourth form secondary level Junior Lyceum students in the core subjects: English, Maltese, Mathematics and Physics. Student performance in SEC Physics is also taken into consideration both for the cohort in the study and the whole student population. Students' alternative frameworks on the topic-Newton's laws of motion were obtained through a questionnaire set to students four weeks after instruction. Additional data gathered included the level of cognitive development through the use of the Pendulum test (Science Reasoning Task) and cognitive style by means of the C.S.A. (Cognitive styles Analysis). The analysis of the data shows that Junior Lyceum girls outperform Junior Lyceum boys in all the fourth form annual exams, but not in the SEC physics exam one year later. More girls than boys were also found to be formal operators. Church schools were found to outperform both boys' and girls' Junior Lyceums in Physics SEC. Individual school differences were also registered. Exam performance correlated with cognitive development but not with styles. The questionnaire showed that students still hold alternative frameworks after instruction. The percentage of correct responses increased with cognitive development but a shift from one alternative framework to another was also noted. The teaching scheme showed a small improvement and no transfer with students overall, but a more improved performance by formal operators. Students also expressed their preference for learning activities in which they are actively involved. Recommendations for further research in school effect, constructivist teaching and cognitive styles are then put forward.