LEVEL’S OF STUDENT’S KNOWLEDGE ACCORDING TO BLOOM’S TAXONOMY ON THE TOPICS OF GRAVITY AND COSMOLOGY IN UPPER SECONDARY SCHOOLS

SINANI, Enkeleida and IZAIRI, Neset and Ajredini, Fadil (2026) LEVEL’S OF STUDENT’S KNOWLEDGE ACCORDING TO BLOOM’S TAXONOMY ON THE TOPICS OF GRAVITY AND COSMOLOGY IN UPPER SECONDARY SCHOOLS. In: INTERNATIONAL CONFERENCE “FROM RESEARCH TO APPLICATION”, 20 May, 2026.

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Abstract

This study investigates upper secondary school students’ conceptual and procedural knowledge in gravitation and cosmology within the framework of Bloom’s Taxonomy, encompassing the cognitive domains from remembering to evaluating, in alignment with curriculum standards and competency-based learning outcomes. The study aims to elucidate how the abstract and conceptually demanding nature of these physics domains shapes the development of higher-order thinking skills and scientific literacy. The research addresses cognitive performance across Bloom’s levels, comparative understanding between gravitation and cosmology concepts, and persistent conceptual misconceptions in physics education. A mixed-methods research design was implemented, involving 100 students and 4 physics teachers from two secondary schools in Klinë. Data were collected through validated instruments, semi-structured interviews, and qualitative analysis of student-produced artifacts derived from simulations and presentations. Findings indicate alignment with Bloom’s Taxonomy, with a predominance of higher-order cognitive processes, particularly analysis and evaluation. The results further indicate that students’ performance is significantly influenced by prior knowledge, pedagogical strategies, textbook quality, and the integration of digital learning technologies.

Item Type: Conference or Workshop Item (Paper)
Subjects: Q Science > QC Physics
Depositing User: Unnamed user with email zshi@unite.edu.mk
Date Deposited: 22 Sep 2026 08:43
Last Modified: 22 Sep 2026 08:43
URI: http://eprints.unite.edu.mk/id/eprint/2431

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