This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.
| Published in | Science Journal of Education (Volume 12, Issue 6) |
| DOI | 10.11648/j.sjedu.20241206.11 |
| Page(s) | 109-113 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Physics Education, Pre-physical Therapy, Pedagogical Strategies, Interdisciplinary Teaching, Student Engagement
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APA Style
Du, X. (2024). Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students. Science Journal of Education, 12(6), 109-113. https://doi.org/10.11648/j.sjedu.20241206.11
ACS Style
Du, X. Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students. Sci. J. Educ. 2024, 12(6), 109-113. doi: 10.11648/j.sjedu.20241206.11
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Download@article{10.11648/j.sjedu.20241206.11,
author = {Xin Du},
title = {Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students
},
journal = {Science Journal of Education},
volume = {12},
number = {6},
pages = {109-113},
doi = {10.11648/j.sjedu.20241206.11},
url = {https://doi.org/10.11648/j.sjedu.20241206.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20241206.11},
abstract = {This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.
},
year = {2024}
}
TY - JOUR T1 - Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students AU - Xin Du Y1 - 2024/11/22 PY - 2024 N1 - https://doi.org/10.11648/j.sjedu.20241206.11 DO - 10.11648/j.sjedu.20241206.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 109 EP - 113 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20241206.11 AB - This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways. VL - 12 IS - 6 ER -
Department of Physics and Astronomy, Widener University, Pennsylvania, USA
