Abstract:

In recent years, there has been a noticeable shift in the foundational knowledge of students entering university physics programs, primarily due to changes in secondary education. To address the resulting gaps, we designed and implemented a neuroscience-based introductory physics course that integrates modern teaching strategies to enhance students' learning experiences. One of the key topics in this course is sound waves and the Doppler effect, which serves as an example of applying interleaved learning principles. In this course, we implemented interleaved learning to alternate between topics related to wave phenomena, including properties of sound waves such as frequency, wavelength, and amplitude. By interspersing lessons on these core concepts with practice on phenomena such as the Doppler effect, students were able to develop a deeper, more interconnected understanding of how these topics relate to one another. This approach, rooted in neuroscience, aligns with the theory of the Five Pillars of the Mind (symbols, patterns, order, categories, and relationships), allowing students to recognize patterns across different physics principles better. Our course also incorporates the productive failure method, where students first attempt to solve complex problems without formal instruction. This method prepares students to engage more effectively with the material, as the initial struggle helps them consolidate their understanding when the formal lesson on the Doppler effect is introduced. Through this structured approach, we expect the students to improve their understanding of phenomena such as the Doppler effect and enhance their ability to apply the concepts in various contexts (in the case of Doppler effect astrophysics and distance/speed measurement). Our experiences suggest that focusing on complex physical phenomena within an interleaved learning framework can significantly improve conceptual understanding and cognitive skills in introductory physics courses.

Keywords:

Doppler effect, sound waves, interleaved learning, neuroscience, physics education, cognitive psychology.