Conceptual understanding of gravity: comparison of effects of active learning and traditional learning

Background In Bosnia and Herzegovina, concepts related to gravity, such as the gravitational field and Newton’s law, are introduced in grade 8 and revisited in the first and third years of high school. However, students often struggle to develop a deep conceptual understanding of these topics, which are frequently taught through traditional, teacher-centered instruction. Research in science education highlights that active learning approaches, characterized by collaboration, experimentation, prediction, and reflection, can foster more meaningful learning and conceptual change in physics.Purpose This study aimed to examine high school students’ understanding of basic gravity-related concepts and to evaluate the effectiveness of an active learning approach compared to traditional instruction in enhancing their conceptual understanding and achievement.Sample The study involved 129 first-year high school students from Bosnia and Herzegovina. Students were randomly divided into two groups: a control group (n = 65) that received traditional instruction and an experimental group (n = 64) that participated in an active learning intervention.Design and Methods An adapted version of Lawson’s Classroom Test of Scientific Reasoning and the Newtonian Gravity Concept Inventory (NGCI) were administered as pre-tests. Following the instructional intervention, both groups completed the NGCI post-test. Quantitative data were analyzed to compare learning gains between groups and reasoning levels, while qualitative feedback was collected to explore students’ perceptions of the instructional approach.Results Students exposed to the active learning method performed significantly better on the NGCI post-test than those taught through traditional instruction. Furthermore, students identified as formal reasoners achieved higher scores than those classified as concrete reasoners. Qualitative findings indicated that students valued active learning for promoting deeper thinking, logical reasoning, and conceptual understanding, though a minority preferred traditional lessons due to their familiarity and lower cognitive demands.Introduction The results demonstrate that active learning strategies can effectively enhance students’ understanding of gravitational concepts and scientific reasoning skills. Implementing such methods in physics instruction can promote more meaningful learning experiences and address persistent misconceptions about gravity among high school students.