A longitudinal study of pupils’ understanding of dynamics: Relationship between cognitive development and performance on dynamics items

In this article we describe a longitudinal study with secondary school pupils which focuses on the relationship between pupils’ cognitive development and understanding dynamics. Two classes of pupils the first between 12–14 and the second between 14 and 16, together with a sub-sample from each of these classes were followed for three years. The main sample completed two tests composed of standard dynamics items and a Piagetian cognitive task. The subsample were interviewed on some of the dynamics items tested and carried out additional cognitive tasks. The results showed that the majority of younger pupils, and the sub-sample reflect the tendency, make very little or no cognitive progress during the three years whereas the older pupils of the main sample and sub-sample make reasonable propgress mainly in the fourth year. The study showed that the relationship between cognitive scores and results on dynamics items is variable with both samples and sub-samples. Further different domains within dynamics related in different ways to cognitive development. An analysis of dynamics concepts suggested that some are more accessible to pupils than others. Three different types of relations are proposed between pupils’ understanding of dynamics concepts and the use of these in the real world.