Non‐linear proportionality in science problems

Abstract

A group of students whose school leaving qualifications showed them to be highly numerate and who were studying science subjects at college were investigated with reference to their understanding of the concept of proportionality. This investigation was based on Piagetian‐type questions. As a result the group was identified as having both concrete and formal thinkers. In a course designed to teach students to handle non‐linear proportionality both sections improved their score on a post‐test on non‐linear proportionality items but the formal thinkers made a significantly greater improvement. It is suggested that the presence on such a course of concrete thinkers is explained by the different age profile and educational history of the two subgroups. In a later comparison with college examinations in physics, chemistry and pure mathematics, it was found that the students’ Piagetian level correlated highly with success in physics, but considerably less so with mathematics. It is suggested that this indicates...