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

Adeniyi Michael Adeduyigbe; Uchenna Kinsgley Okeke

doi:10.38140/ijspsy.v5i1.1598

Authors

Adeniyi Michael Adeduyigbe Department of Science and Technology Education, University of Ibadan, Nigeria
Uchenna Kinsgley Okeke Department of Science and Technology Education, University of Johannesburg, South Africa

DOI:

https://doi.org/10.38140/ijspsy.v5i1.1598

Keywords:

Cognitive development , Instructional design, Instructional strategies, Physics comprehension, Secondary education

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.

Author Biographies

Adeniyi Michael Adeduyigbe, Department of Science and Technology Education, University of Ibadan, Nigeria

Adeniyi Michael Adeduyigbe is a highly skilled and dedicated physics educator with a B.Sc. Ed in Physics Education from Adeyemi College of Education (affiliated with Obafemi Awolowo University) and an M.Ed in Science Education (Physics) from the University of Ibadan, where he is currently pursuing a PhD. Adeniyi has extensive experience in teaching and curriculum development, having held roles as a subject teacher and class teacher at respected institutions. He has demonstrated leadership as the Head of the Department of Science. He has actively contributed to the design and delivery of classroom instruction and offered guidance during practical classes. Adeniyi is deeply committed to enhancing student engagement and fostering academic excellence through innovative teaching methodologies. He is also a certified member of the Teachers Registration Council of Nigeria (TRCN). He has presented research papers at prominent educational conferences and published papers in international journals focusing on science education, student learning difficulties and misconceptions in physics.

Uchenna Kinsgley Okeke, Department of Science and Technology Education, University of Johannesburg, South Africa

Uchenna Kingsley Okeke holds a Doctor of Philosophy (Ph.D.) in Science and Technology Education; a Master of Education in Teacher Education with a focus on Science Instruction and a Bachelor of Education in Teacher Education with a concentration on Physics/Mathematics instruction, all from the University of Ibadan, Nigeria. He is a Laureate of the prestigious CODESRIA Summer Research School, 2021 Cohort. He served as a University of Ibadan Postgraduate College Teaching and Research Assistant at the Department of Science and Technology Education from July 1, 2018 till February 20, 2020.

Dr Uchenna Okeke has good knowledge of the characteristics of secondary school students, as he is an astute teacher. He possesses vast experience in STEM subjects, especially physics and has published articles, both in national and international peer-review journals on challenges facing physics teaching and learning in Nigeria. Dr Uchenna Kingsley Okeke serves as a Postdoctoral Research Fellow in the Department of Science and Technology Education, Faculty of Education, University of Johannesburg, South Africa. - https://www.uj.ac.za/members/dr-uchenna-kingsley-okeke/

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