Abstract
Summaries English The purpose of this study was twofold: (1) to investigate the cognitive development of llth‐grade science students in Jordan; and (2) to investigate the relationship between cognitive development of science students and their comprehension of concrete and formal physics concepts. The sample of this study consisted of 389 secondary science students (209 males and 180 females) of the school year 1979‐1980. Cognitive development of the students was measured by an Arabic version of the Longeot Test. Comprehension of physics concepts was assessed by an achievement test constructed by the researchers and validated by teachers of physics and the science supervisor in the Irbid district of Jordan. The study did not reveal any significant difference between males and females in cognitive development. Moreover, it revealed that only 17% of the students were formal thinkers, whereas 52% were concrete thinkers. The 2×3 ANOVA revealed that cognitive level was a highly significant factor in the compre...
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