Analysis reveals a link between cognitive development stages and physics comprehension in students, suggesting tailored instructional strategies.
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.
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Adeduyigbe et al. (2025) studied this question.
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