Sequence concrete, observation-based content first and gradually increase hypothetical and theoretical content as reasoning develops¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose reordering the traditional conceptual physics sequence, which typically begins with mechanics (motion, force, energy) — the most theoretical and hardest content for this population. Instead, courses should start with content having directly observable exemplars, such as circuits and optics, paired with explicit reasoning instruction, then "Gradually increasing the amount of hypothetical and theoretical content as reasoning develops could build student confidence in handling physics while better preparing them for theoretical content."

Design Implications¶

Context¶

Requirements¶

• Explicit instruction in scientific reasoning patterns alongside the concrete introductory content

Constraints¶

• The article presents this as a hypothesis about sequence effects, not a tested result

Target Learners¶

• Non-STEM general education students in conceptual physics and astronomy courses

Target Learning Goals¶

• Scientific reasoning development
• conceptual physics and astronomy content knowledge

Related Strategies¶

Examples¶

-

Key Sources¶

• Moore, J. C., & Rubbo, L. J. (2011). Scientific reasoning abilities of non-science majors in physics-based courses. https://arxiv.org/abs/1110.2764. doi:10.48550/arxiv.1110.2764