| تعداد نشریات | 25 |
| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,569 |
| تعداد دریافت فایل اصل مقاله | 3,207,288 |
Reimagining Physics Education in Iran: From Memorization to Meaningful Learning | ||
| Physics Journal | Farhangian University | ||
| دوره 2، شماره 2 - شماره پیاپی 1020385، تیر 2025، صفحه 41-57 اصل مقاله (754.53 K) | ||
| نوع مقاله: Original Paper | ||
| شناسه دیجیتال (DOI): 10.48310/esip.2025.20460.1019 | ||
| نویسنده | ||
| Fatemeh Arbabifar* | ||
| 1Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran. | ||
| چکیده | ||
| education in Iran has traditionally emphasized rote memorization and exam preparation, often at the expense of conceptual understanding and scientific reasoning. This teacher-centered model limits student engagement and intellectual growth. This paper advocates for a shift toward a learner-centered approach that fosters student agency, critical thinking, and meaningful engagement with physics. It aims to reimagine classrooms as spaces for inquiry, collaboration, and cognitive development. Drawing on pedagogical research and classroom evidence, the paper critiques the limitations of conventional instruction and proposes a human-centered framework informed by Self-Determination Theory, Constructivism, and Cognitive Load Theory. It emphasizes inclusive learning environments, explicit instruction in thinking skills, and active learning strategies. A sample lesson on Bernoulli’s Principle demonstrates how abstract concepts can be taught through experiential, inquiry-based methods. By aligning teaching practices with students’ psychological needs and cognitive capacities, educators can enhance motivation, deepen understanding, and prepare learners to think scientifically. This framework supports curriculum reform in Iran, equipping students with the skills to explore creatively, reason critically, and engage meaningfully with the world of science | ||
| کلیدواژهها | ||
| Rote learning؛ inquiry-based learning؛ active learning؛ curriculum reform؛ pedagogical strategies | ||
| مراجع | ||
|
[1] Shirinnoush, S., Basiri Kejani, N., & Ahmadi, F. (2021). A case study of Iranian physics education students’ understanding of the nature of science. Iranian Journal of Learning and Memory, 3(12), 51–60.
[2] Otero, V. K., & Meltzer, D. E. (2017). The past and future of physics education reform. Physics Today, 70(5), 50–56.
[3] Redish, E. F. (2003). Teaching physics with the physics suite. Wiley.
[4] Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academy Press.
[5] Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
[6] Shirinnoush, S., Basiri Kejani, N., & Ahmadi, F. (2021). A case study of Iranian physics education students’ understanding of the nature of science. Iranian Journal of Learning and Memory, 3(12), 51–60
[7] Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
[8] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
[9] Deci, E. L., & Ryan, R. M. (2000). Motivation and education: The self-determination perspective. Educational Psychologist, 35(2), 67–74.
[10] Piaget, J. (1970). Science of Education and the Psychology of the Child. New York: Orion Press.
[11] Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. New York: Springer.
[12] Robertson, A. D., Seeley, L., Wentink, O. T., & Vokos, S. (2019). Taking teachers’ ideas seriously: Exploring the role of physics faculty in teacher preparation. American Journal of Physics, 87(1), 57–68.
[13] Maries, A., & Singh, C. (2024). Towards meaningful diversity, equity and inclusion in physics learning environments. Nature Physics.
[14] Bernstein, F., Schmeling, S., & Wilhelm, T. (2024). The human-centered design framework as a means of bridging the research-practice gap. In Teaching and Learning Physics Effectively in Challenging Times (pp. 77–86). Springer.
[15] Kilpeläinen-Pettersson, J., Koskinen, P., Lehtinen, A., & Mäntylä, T. (2025). Cooperative learning in higher education physics – A systematic literature review. International Journal of Science and Mathematics Education.
[16] Nehyba, J., Juhanak, L., & Ciganc, J. (2023). Effects of seating arrangement on students’ interaction in group reflective practice. The Journal of Experimental Education, 91(2), 249–277.
[17] Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Teaching, 46(2), 166–191.
[18] Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466 [17] Ferguson, M. (2014). Praise: What does the literature say? New Zealand Journal of Educational Studies, 49(1), 5–18.
[19] Sivan, O., Perl-Nussbaum, D., & Yerushalmi, E. (2024). Physics teachers’ professional development on measurement uncertainty. Phys. Rev. Phys. Educ. Res., 20(020146).
[20] Mota, A. R., Didiş-Körhasan, N., Miller, K., & Mazur, E. (2019). Homework as a metacognitive tool in an undergraduate physics course. Phys. Rev. Phys. Educ. Res., 15(010136).
[21] Robertson, A. D., Seeley, L., Wentink, O. T., & Vokos, S. (2019). Taking teachers’ ideas seriously: Exploring the role of physics faculty. Am. J. Phys., 87(1), 57–68.
[22] Potvin, P., & Hasni, A. (2023). Fostering students’ situational interest in physics: A review of empirical studies. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s11165-023-10120-x
[23] Alomari, A., & Al-Samarraie, H. (2022). Physics students’ academic achievement and motivation in a gamified formative assessment. American Journal of Educational Research, 10(6), 345–351.
[24] Gire, E., & Price, E. (2021). How motivation for undergraduate physics interacts with learning activities. Science Education, 105(5), 849–875.
[25] Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2014). Instructors’ support of student autonomy in an introductory physics course. Physical Review Special Topics - Physics Education Research, 10(2), 020116.
[26] Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2021). Relations between perceived teacher’s autonomy support and boredom in physics learning. International Journal of STEM Education, 8(1), 1–14. https://doi.org/10.1186/s40594-021-00272-5
[27] Wibowo, S. A. (2024). Unveil creative thinking in the physics education. AIP Conference Proceedings, 3116(1), 070018.
[28] Sari, D. P., & Wibowo, S. A. (2024). Unveil creative thinking in the physics education. AIP Conference Proceedings, 3116(1), 070018.
[29] Plucker, J. A., & Makel, M. C. (Eds.). (2019). Creativity in the physical sciences. In The Cambridge Handbook of Creativity Across Domains (pp. 233–250). Cambridge
[30] Gómez-García, M., & García-Holgado, A. (2025). Gamification and motivation in physics classrooms: A systematic review. Education Sciences, 15(1), 104.
[31] Fraser, J. M., Timan, A. L., Miller, K., Dowd, J. E., Tucker, L., & Mazur, E. (2014). Teaching and physics education research: Bridging the gap. Reports on Progress in Physics, 77(3), 03240
[32] Donalie, N. B., Ordoña, M. B., & Llorente, J. M. (2024). Teachers’ difficulty and coping strategies in physics. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 156–168.
[33] Talafian, H., Lundsgaard, M., Mahmood, M. S., Kuo, E., & Stelzer, T. J. (2025). Teachers’ experiences with taking an open-ended approach in teaching labs in high school physics classes. Physical Review Physics Education Research, 21(1), 010140.
[34] Page, J. (2012). Physics open-ended questions: Advanced higher support. Scottish Qualifications Authority.
[35] Mitrevski, B. (2019). Teaching critical thinking and problem solving in physics. AIP Conference Proceedings, 2075(1), 180001.
[36] Amuah, I. K. (1989). Physics teaching and the development of thinking skills (Doctoral dissertation, University of Massachusetts Amherst).
[37] Viennot, L., & Décamp, N. (2020). Developing critical thinking in physics: The apprenticeship of critique. Springer
[38] Rutto, D. K., Waswa, P., & Wanami, S. (2023). The place of critical thinking in physics instruction. Innovation and Implications in Education, 7(3), 310–318.
[39] Rodriguez, J. M., Garcia, L. S., & Martinez, E. R. (2022). Challenges faced by physics educators: Insights from practitioners. Journal of Physics Education, 15(1), 78–91.
[40] Smith, A. B., & Jones, C. D. (2021). Exploring the perceived challenges of teaching physics: A qualitative study. Journal of Science Education, 10(2), 45–58.
[41] Wood, D. (2002). Critical thinking in science education. Berry College PHI 150.
[42] Chasteen, S., Prather, E., & Scherr, R. (2024). Embracing interactive teaching methods. Physics Today, 77(4), 30–36. Physics Today
[43] Wenning, C. J., & Vieyra, R. E. (2020). Classroom Management. Teaching High School Physics. AIP Publishing.
[44] Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(2). SpringerOpen
[45] Harrer, B. W., Sayre, E. C., & Elliott, L. A. (2020). Curriculum Development: Theory into Design. Physical Review Physics Education Research. APS Journal
[46] Vieyra, R. E., Megowan-Romanowicz, C., et al. (2024). Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling. MDPI. MDPI Article
[47] McLoughlin, E., & van Kampen, P. (2019). Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Springer. Springer Book.
[48] NASA. (2023). Bernoulli’s Principle: Grades 5–8. NASA Curriculum Guide
[49] Farzannahad, Y. (2024). Modern Physics in Iranian High School Textbooks. Physics Journal, Farhangian University, 1(1), 85–91.
| ||
|
آمار تعداد مشاهده مقاله: 66 تعداد دریافت فایل اصل مقاله: 13 |
||