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Mor, Bhupendra
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21st-Century Competencies in Physics: Assessment Strategies for Critical Thinking, Problem-Solving, and Character Formation Mor, Bhupendra; Patel, R N; Prajapati, Bharat
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.2030

Abstract

Purpose of the study: This study develops and validates an integrated, multimodal framework for assessing 21st-century competencies—critical thinking, creative problem-solving, and character formation—in secondary physics. It aims to provide an evidence-based alternative to conventional assessments that inadequately measure higher-order skills essential for real-world application. Methodology: A sequential mixed-methods design was employed with 320 secondary students and 15 teachers in Germany and Pakistan. The intervention used multimodal tasks (socio-scientific debates, engineering challenges) assessed with validated instruments, including the Watson-Glaser Critical Thinking Appraisal, Creative Problem-Solving rubrics, the Ethical Sensitivity Scale, and Augmented Reality simulations using GeoGebra. Main Findings: Multimodal assessments significantly outperformed traditional tests, with open-response tasks yielding a 48.8% gain in critical thinking. Creative Problem-Solving Stage 4 (Solution Planning) demonstrated a 133% skill gain and a strong correlation with student resilience (r=0.69). AR-based labs enhanced conceptual understanding by 25 percentage points over traditional labs. However, 78% of teachers reported inadequate training for implementation. Novelty/Originality of this study: This study presents a novel, cross-culturally validated framework that integrates socio-scientific issues, AR, and competency-based rubrics to assess cognitive, practical, and ethical skills in physics. It offers a scalable model to bridge the persistent gap between abstract physics knowledge and its real-world application, addressing documented assessment reform needs.
Reimagining Physics Education for the 21st Century: A Socio‑Technical Perspective on Curriculum Reform and Industrial Relevance Mor, Bhupendra
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2013

Abstract

Purpose of the study: This study aims to design, implement, and evaluate a holistic, modular physics curriculum to address the mismatch between traditional physics education and modern socio-technical demands. The framework integrates foundational rigor with industrial relevance, interdisciplinary agility, and mandatory experiential learning to produce innovation-ready, ethically responsible graduates. Methodology: A longitudinal, single-group, pre-test/post-test quasi-experimental design was used over 12 months with 85 undergraduates. Grounded in Socio-Technical Systems theory, this mixed-methods study used the Purdue Visualization of Rotations Test, industry co-developed surveys, the CATME tool, and an adapted PLIC instrument. Data analysis was conducted using SPSS version 28. Main Findings: The framework yielded significant gains (p < 0.01). Students showed a 22% improvement in spatial reasoning and a 35% increase in industry-aligned competence. Core course failure rates dropped by 50%. Employers reported a 28% reduction in onboarding time. Capstone projects resulted in nine patent-pending prototypes. Ethical-decision scores and interdisciplinary collaboration indices increased by 18% and 25%, respectively. Novelty/Originality of this study: This study is the first to operationalize Socio-Technical Systems theory into a coherent physics curriculum. It uniquely integrates modular stackable micro-credentials, compulsory industry immersion, AR-enabled laboratories, and ethics-driven design challenges within a single framework, providing an actionable, evidence-based roadmap for creating future-ready physicists.
Reimagining Physics Education for the 21st Century: A Socio‑Technical Perspective on Curriculum Reform and Industrial Relevance Mor, Bhupendra
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2013

Abstract

Purpose of the study: This study aims to design, implement, and evaluate a holistic, modular physics curriculum to address the mismatch between traditional physics education and modern socio-technical demands. The framework integrates foundational rigor with industrial relevance, interdisciplinary agility, and mandatory experiential learning to produce innovation-ready, ethically responsible graduates. Methodology: A longitudinal, single-group, pre-test/post-test quasi-experimental design was used over 12 months with 85 undergraduates. Grounded in Socio-Technical Systems theory, this mixed-methods study used the Purdue Visualization of Rotations Test, industry co-developed surveys, the CATME tool, and an adapted PLIC instrument. Data analysis was conducted using SPSS version 28. Main Findings: The framework yielded significant gains (p < 0.01). Students showed a 22% improvement in spatial reasoning and a 35% increase in industry-aligned competence. Core course failure rates dropped by 50%. Employers reported a 28% reduction in onboarding time. Capstone projects resulted in nine patent-pending prototypes. Ethical-decision scores and interdisciplinary collaboration indices increased by 18% and 25%, respectively. Novelty/Originality of this study: This study is the first to operationalize Socio-Technical Systems theory into a coherent physics curriculum. It uniquely integrates modular stackable micro-credentials, compulsory industry immersion, AR-enabled laboratories, and ethics-driven design challenges within a single framework, providing an actionable, evidence-based roadmap for creating future-ready physicists.
21st-Century Competencies in Physics: Assessment Strategies for Critical Thinking, Problem-Solving, and Character Formation Mor, Bhupendra; Patel, R N; Prajapati, Bharat
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.2030

Abstract

Purpose of the study: This study develops and validates an integrated, multimodal framework for assessing 21st-century competencies—critical thinking, creative problem-solving, and character formation—in secondary physics. It aims to provide an evidence-based alternative to conventional assessments that inadequately measure higher-order skills essential for real-world application. Methodology: A sequential mixed-methods design was employed with 320 secondary students and 15 teachers in Germany and Pakistan. The intervention used multimodal tasks (socio-scientific debates, engineering challenges) assessed with validated instruments, including the Watson-Glaser Critical Thinking Appraisal, Creative Problem-Solving rubrics, the Ethical Sensitivity Scale, and Augmented Reality simulations using GeoGebra. Main Findings: Multimodal assessments significantly outperformed traditional tests, with open-response tasks yielding a 48.8% gain in critical thinking. Creative Problem-Solving Stage 4 (Solution Planning) demonstrated a 133% skill gain and a strong correlation with student resilience (r=0.69). AR-based labs enhanced conceptual understanding by 25 percentage points over traditional labs. However, 78% of teachers reported inadequate training for implementation. Novelty/Originality of this study: This study presents a novel, cross-culturally validated framework that integrates socio-scientific issues, AR, and competency-based rubrics to assess cognitive, practical, and ethical skills in physics. It offers a scalable model to bridge the persistent gap between abstract physics knowledge and its real-world application, addressing documented assessment reform needs.
Co-Authors Patel, R N Prajapati, Bharat