Abstract:

Design of an introductory physics course for students who take physics as a supporting rather than a core subject, such as those studying engineering, data science, or bioinformatics, poses specific curriculum design challenges regarding conceptual coherence, perceived relevance, and cognitive accessibility. Even though traditional courses typically follow a historically structured sequence, recent design-oriented approaches emphasize the importance of strategically selecting the course's starting point. For example, should an introductory physics course start with the universal concept of energy, or would it be better to begin with wave phenomena, such as waves and oscillations, sound, light, and electromagnetic radiation? In this paper, we examine how various thematic sequencing strategies in curriculum design can influence conceptual understanding, disciplinary transfer, and the meaningful integration of physics into students' primary fields of study. Adopting a design-based and theoretically grounded perspective, the paper examines and compares how conceptual scaffolding may be achieved through two common curricular structures: A concept-first approach, starting with energy, work, and conservation laws, and a phenomena-first approach, beginning with wave motion, acoustics, oscillations, and light as electromagnetic radiation. Drawing on insights from physics education research and multidisciplinary curriculum theory, we propose criteria for selecting the initial thematic block in non-specialist physics courses. The findings suggest that topic sequencing is not merely a matter of tradition or preference but a strategic pedagogical decision shaping how students make sense of physics as a versatile, contextually meaningful science and how it supports interdisciplinary transfer into their primary fields of study. This paper also discusses implications for curriculum design in multidisciplinary STEM programs.

Keywords:

Curriculum design, scaffolding, STEM education, concept sequencing, transferability.