Abstract:

Introduction:
Physics concepts such as waves, vibrations, and frequencies play a central role in science and technology, yet many teachers report limited preparation and confidence in teaching physics. Professional development (PD) programs can help address this challenge by strengthening teachers’ content knowledge and providing engaging instructional strategies. One promising approach is to teach wave physics through sound and music. Because sound waves can be heard and physically experienced, they provide an intuitive entry point for exploring abstract wave phenomena. The Listening to Waves (LTW) program was developed to leverage these connections by combining interactive web applications and hands-on sound experiments that allow learners to generate, visualize, and analyze acoustic signals. This study examines the impact of a PD workshop that introduces teachers to LTW tools and sound-based approaches for teaching wave physics.

Methodology:
Teachers participating in a professional development workshop completed pre- and post-surveys to measure confidence in teaching wave and sound concepts, perceptions of student engagement, and evaluations of the workshop experience. Responses were recorded on a seven-point Likert scale and analyzed using paired statistical tests. Teachers also provided open-ended explanations for their responses. These qualitative responses were analyzed semantically to identify recurring themes in teachers’ reflections about sound-based physics instruction.

Results:
Survey results indicate that teachers responded very positively to the workshop, reporting high levels of agreement that the experience was both enjoyable and useful. Teachers consistently expressed strong expectations that students would enjoy learning about sound and physics through sound-based activities. Paired comparisons indicate statistically significant increases in teachers’ confidence in teaching wave-related topics following the workshop. Semantic analysis of open-ended responses revealed several dominant themes, including the use of music and sound to increase student engagement, the value of hands-on experimentation, and teachers’ reflections on their own physics content knowledge. Many teachers emphasized that sound-based activities provide an intuitive and motivating context for exploring wave phenomena.

Conclusions:
The results suggest that teaching physics through sound and music provides an effective framework for engaging both teachers and students with wave concepts. While teachers already recognize the motivational potential of sound-based activities, professional development can increase their confidence in implementing these approaches in the classroom. Integrating sound, music, and interactive visualizations may therefore represent a powerful strategy for strengthening physics instruction and making abstract scientific concepts more accessible to learners.

Keywords:

Physics, stem, steam, music.