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Transforming the Water Crisis into Innovative Education: A Suggested Model for Inquiry-Oriented Physics Learning | ||
| Physics Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 خرداد 1405 | ||
| نوع مقاله: Original Paper | ||
| شناسه دیجیتال (DOI): 10.48310/esip.2026.22613.1037 | ||
| نویسنده | ||
| Nafiseh Sharifi* | ||
| Department of Physics Education, Farhangian University, P. O. Box 14665-889, Tehran, Iran | ||
| چکیده | ||
| The global water crisis necessitates innovative science education to cultivate the next generation of specialists. In arid regions like Iran, characterized by severe groundwater depletion, this research analyzes a Science, Technology, Engineering, and Mathematics (STEM) framework integrated within an Inquiry-Based Learning (IBL) model. Utilizing an Educational Design Research (EDR) methodology, the study bridges high school curricula with six primary pillars: cloud seeding, dew and fog harvesting, water desalination (osmosis and reverse osmosis), solar distillation, and artificial aquifer recharge. By formulating scientific hypotheses, students analyze phase transition thermodynamics, adhesive/cohesive forces, fluid pressure, and Newton’s laws through experimentation and simulations. The interdisciplinary engineering design process (EDP) allows learners to quantify critical variables, such as latent heat and terminal velocity, while addressing real-world environmental crises. Findings suggest this method significantly deepens physics comprehension for grades 10–12 and enhances students' capacity to design sustainable systems. By transforming classrooms into eco-innovation laboratories and social innovation spaces, this model provides a strategic template for fostering scientific literacy and addressing national security and socio-economic challenges through pedagogical reform. | ||
| کلیدواژهها | ||
| Inquiry-Based Learning؛ Physics Education؛ Educational Design Research؛ STEM Education؛ Water Crisis | ||
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