Abstract:

In this paper, we present the design and implementation of structured physics problems in an introductory course for students of technical and natural science study programs who take physics as a supporting subject. Building on our previous work on course design and the integration of real experiments with computer modeling, this study focuses on a new component of the course: systematically designed problem tasks designed to support conceptual understanding and model construction. The suggested activities lead students to important ideas like frequency, wavelength, and interference through a series of structured activities. For instance, students use analytically different structured problems to understand wave phenomena, requiring them to analyze and interpret graphs, develop basic spreadsheet models, and evaluate their findings with interactive simulations (e.g., PhET). We implemented scaffolding by alternating between annotated solutions and student-generated explanations. We based the study on data collected from approximately 20 first-year university students, including their written solutions, model outputs, and reflective comments. Preliminary analysis indicates that students show improved ability to connect mathematical representations with physical meaning and to construct simple models of physical processes. The paper contributes by proposing a structured approach to problem design that explicitly links conceptual understanding with model-based reasoning and provides practical examples applicable in introductory physics courses.

Keywords:

Physics education, problem design, conceptual understanding, scaffolding, models.