Determining the conceptual understanding levels of high school students' having different cognitive styles on major concepts of motion and motion laws by using different assessment techniques

In this study, the effects of assessment techniques, cognitive styles and gender on conceptual understanding levels of high school student on major concepts of motion and motion laws were examined. Participants were 136 students (Male=87, female=49) from various high schools in Bolu. The subjects of this study were taught motion and motions laws in high school physics course in the spring semester of 2003-2004. After completing the spring semester, students' conceptual understandings levels of major concepts of motion and motion laws were assessed by using three tests developed in different formats. At the end of the application group embedded figures test is applied to determine of students cognitive styles. When data which is obtained in this study is analyzed, as follows results are found: • There were statistically significant differences between students' conceptual understanding levels of major concepts on motion and motion laws which are assessed by using multiple choice, open ended tests and structral communication grids. • There was a statistically significant difference between field-dependent and field-independent students' conceptual understanding levels of major concepts which is assessed by using multiple choice test. On the other hand, there were not significant differences between field-dependent and field-independent students' conceptual understanding levels of major concepts which is assessed by using open ended test and structural communication grids. • There was a statistically significant difference between male and female students' conceptual understanding levels of major concepts on motion and motion laws which is assessed by using multiple choice test. But there were not significant differences between male and female students' conceptual understanding levels of major concepts which is assessed by using open ended test and structural communication grids. According to these findings, effects of assessment techniquies, gender and cognitive styles on students' conceptual understanding levels of major concepts on motion and motion laws are critically examined.