ARTICLES
DOI DOI: 10.38140/ijspsy.v5i2.1598

Instructional design considerations: Cognitive development and physics comprehension in secondary education

Adeniyi Michael Adeduyigbe1, Uchenna Kinsgley Okeke2
  1. 1 Department of Science and Technology Education, University of Ibadan, Nigeria
  2. 2 Department of Science and Technology Education, University of Johannesburg, South Africa

Abstract

This paper discusses instructional design considerations for secondary school students' learning physics concepts, framed through cognitive development theories, particularly Jean Piaget's stages. It presents the relationship between age and physics comprehension, highlighting the overlap in cognitive development and students' challenges in learning physics concepts in secondary education. In comparison, older students demonstrate improved problem-solving skills and a deeper understanding of theoretical principles, while younger students rely on concrete experiences. The implications and recommendations were discussed in this paper.

How to Cite

Adeduyigbe, A. M., & Okeke, U. K. (2025). Instructional design considerations: Cognitive development and physics comprehension in secondary education. International Journal of Studies in Psychology, 5(2), 1–4. https://doi.org/10.38140/ijspsy.v5i2.1598
Endnote/Zotero/Mendeley (RIS) BibTeX

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