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Reimagining Physics Education in Iran: From Memorization to Meaningful Learning | ||
| Physics Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 13 آبان 1404 | ||
| نوع مقاله: Original Paper | ||
| شناسه دیجیتال (DOI): 10.48310/esip.2025.20460.1019 | ||
| نویسنده | ||
| Fatemeh Arbabifar* | ||
| Department of Physics Education, Farhangian University | ||
| چکیده | ||
| Physics 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 | ||
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