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The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

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Abstract

The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students’ diverse developments in cross-domain learning.

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Acknowledgments

This study was supported by the Ministry of Science and Technology, Taiwan (NSC 101-2511-S-004 -001; MOST 103-2410-H-004-137).

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  1. Department of Education, National Chengchi University, 64 Zhinan Rd. Sec. 2, Taipei, 11605, Taiwan, Republic of China

    Mei-Shiu Chiu

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Correspondence to Mei-Shiu Chiu.

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Chiu, MS. The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan. Res Sci Educ 46, 767–786 (2016). https://doi.org/10.1007/s11165-015-9479-5

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