Reimagining Physics Education in Iran: From Memorization to Meaningful Learning

Arbabifar, Fatemeh

doi:10.48310/esip.2025.20460.1019

Reimagining Physics Education in Iran: From Memorization to Meaningful Learning

Document Type : Original Paper

Author

Fatemeh Arbabifar

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

10.48310/esip.2025.20460.1019

Abstract

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

Keywords

Main Subjects

Teacher Education

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