Developing Conceptual Understanding Of Fundamental Physical Constants: A Framework For Student Competencies

Abstract

Fundamental physical constants embody empirical regularities, anchor measurement systems, and permit predictive modeling in mechanics, quantum physics, and cosmology, making them unique in scientific teaching. They are often taught as static numbers to memorize and put into formulae, which can lead to shallow procedural fluency without conceptual comprehension. An empirically supported competency-oriented approach for building students' conceptual comprehension of fundamental physical constants is proposed in this article. The framework presents constants as structured notions with operational definitions related to measurement, dimensions to representations, epistemic status to theory and evidence, and modeling roles to invariance and scaling. We incorporated constant-centered learning sequences into lectures, problem solving, and lab work in basic university physics using a design-based research method, stressing dimensional reasoning, uncertainty, historical-instrumental settings, and computer modeling. Mixed evidence from pre/post assessments, written explanations, and semi-structured interviews suggests that students can view constants as constraints that connect models to the world, delimit regimes of validity, and support coherent reasoning about units, scales, and approximations. Results suggest arranging education around a few transferable competencies: representational fluency, metrological reasoning, epistemic interpretation, and model-based application. In conclusion, the author suggests curriculum design that aligns with present SI concepts and assessment tasks that evaluate conceptual progress rather than formula memory.