2012/02/22 by Jatila van der Veen
Arts and Humanities · Business, Management and Accounting · Psychology · #Action (physics) #Art Education and Development #Attention Economy in Education and Business #Computer science #Curriculum #Library science #Mathematics education #Modalities #Pedagogy #Physics #Physics education #Psychology #Science Education and Perceptions #Social science #Sociology #Subject (documents) #The arts #Visual arts
paper · doi:10.3102/0002831211435521
openalex publication_date 2012/02/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
The persistent fear of physics by learners motivated the author to take action to increase all students’ interest in the subject via a new curriculum for introductory college physics that applies Greene’s model of Aesthetic Education to the study of contemporary physics, utilizing symmetry as the mathematical foundation of physics as well as the conceptual link between physics and the arts. The author describes the curriculum and suggests how students’ drawings and written commentaries can provide insights into students’ preferred learning modalities, promote understanding of abstract concepts through visualization, and reveal students’ preexisting attitudes toward science. Outcomes align with the goals of improving students’ attitudes toward physics, indicated by their comments, written work, and results of the Maryland Physics Expectations Survey.