From Exploration to Equation: Redesigning Optics Instruction for All Learners

In traditional physics and optics instruction, foundational concepts are often introduced with mathematical equations first, typically followed by labs, activities, and demonstrations to reinforce them. However, this expert-driven approach that emphasizes the early introduction of mathematical techniques can be particularly challenging for students who experience math or science anxiety, as well as those who are neurodiverse. For these students, mathematics often feels disconnected from the underlying concepts, leading to confusion and disengagement.

This presentation advocates for a student-centered approach that prioritizes conceptual understanding before the introduction of mathematical techniques. Examples from optics curriculum, such as Snell's Law and the Thin Lens Equation, will demonstrate how student conceptual understanding can be built before mathematical techniques are introduced. By allowing students—especially those with math-phobic, science-phobic, or neurodiverse experiences—to explore optical phenomena through hands-on experimentation, they develop a deeper connection to the material. This approach alleviates anxiety, fosters engagement, and makes mathematics more meaningful by introducing it as a tool for verifying and enhancing the concepts they have already internalized.

By shifting away from the expert-driven model and allowing students to build knowledge through exploration, we create an inclusive learning environment. This method supports students in integrating scientific concepts and mathematical techniques in ways that are both accessible and engaging, helping those who traditionally struggle with science and math to succeed in physics and optics courses.