Christopher C. Bernido and Maria Victoria Carpio-Bernido
https://doi.org/10.57043/transnastphl.2007.4470
Abstract
The scope of topics covered in teaching physics is exceptionally broad. Physics explores the smallest components of the universe, such as quarks and leptons, and extends to the vastest concepts, including the birth, evolution, and ultimate fate of the universe. One definition of physics describes it as the study of matter and energy, encompassing nearly everything in existence, making it inherently interdisciplinary. As a result, various subfields have emerged, such as Biophysics, Geophysics, Chemical Physics, Mathematical Physics, Astrophysics, Nuclear Physics, and even specialized areas like Econophysics, the physics of sports, and the physics of art. Given this vast breadth, there is a risk of learning physics through rote memorization. This raises the critical question: how should we approach the teaching of physics to ensure a deeper understanding rather than superficial recall?