Abstract
ABSTRACTBased on the proposition that the Physical Science Study Committee high school physics course has an objective of encouraging cognitive preferences different from those induced by traditional physics courses, a Cognitive Preference Test was developed. The following hypotheses were tested: that PSSC students demonstrate a stronger preference for fundamental principles and questioning than non‐PSSC students, that non‐PSSC students prefer memory for facts and terms and for practical application to a greater degree than PSSC students, that preference for fundamental principles and questioning is more positively related to achievement test scores for PSSC students than for the control group students, and that preference for facts and terms and for practical application is more negatively related to achievement test scores for PSSC students than control group students. The hypotheses were supported by the data. Implications for further research were discussed.
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