Enhancing Learning of Motion Concepts through Conceptual Frameworks

Alimohamadi, Masoud; Ashrafi, Hedieh Sadat

doi:10.48310/esip.2025.19433.1015

Enhancing Learning of Motion Concepts through Conceptual Frameworks

Document Type : Original Paper

Authors

¹ Department of Physics Education, Farhangian University, P.O. Box 889-14665 Tehran, Iran

² Physics Teacher, Ministry of Education, Semnan, Shahrood, Iran

10.48310/esip.2025.19433.1015

Abstract

Drawing on recent advances in physics education research as well as practical insights from classroom experiences, the article proposes a set of strategies for effective implementation. These include contextualizing learning within real-world phenomena, integrating interactive technologies into instruction, and designing inquiry-based learning activities that promote active engagement. A central contribution of this work lies in its dual theoretical and practical orientation. The article not only identifies the pedagogical significance of conceptual tools but also demonstrates how their structured integration can be systematically applied to the teaching of motion. This structured approach represents the main novelty of the study, as it provides teachers with a clear framework for bridging theory and classroom practice. The discussion further addresses common challenges faced in physics instruction, such as persistent misconceptions and limited student engagement. In response, it offers strategies grounded in both educational theory and empirical practice, ensuring that the suggested frameworks are both conceptually sound and practically applicable. In conclusion, the article emphasizes that prioritizing conceptual understanding over purely procedural knowledge can significantly improve student motivation, retention of core ideas, and scientific reasoning skills. Such a shift underscores the transformative potential of conceptual frameworks in advancing the teaching and learning of motion.

Keywords

Main Subjects

Teacher Education

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