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Zhang, H., & Zhang, Z. (2016). A Comparative Study of Scientific Attitudes between Free Normal Students and Non-Normal Students—Taking Shaanxi Normal University as an Example. Contemporary Teacher Education, 2, 89-93.

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• TITLE: Enhancing Scientific Literacy in University Physics Teaching: Design and Practice Based on Newton’s Laws of Motion

  AUTHORS: Xiaoli Wang, Huiyun Gao

  KEYWORDS: University Physics Teaching, Scientific Literacy, Teaching Design, Newton’s Laws of Motion, Dimensions of Scientific Literacy

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.6, June 30, 2025

  ABSTRACT: This study investigates the design and practical implementation of teaching strategies aimed at enhancing scientific literacy in university physics education, using Newton’s laws of motion as a case study. Through theoretical analysis, student situation surveys, teaching design, and empirical validation, the research examines the significance of scientific literacy in university physics teaching, its design principles, and the outcomes of its implementation. The findings demonstrate that embedding scientific literacy into teaching practices significantly improves students’ competencies across four key dimensions: scientific methods, scientific thinking, scientific attitudes, and awareness of science’s social impact.