High School Students Expectations in Learning Physics: A Review of Traditional, Constructivist, And Emerging Approaches

Students expectations and beliefs about learning physics play a critical role in shaping their engagement, persistence, and achievement. Over the past three decades, research in Physics Education has demonstrated that epistemological beliefs whether students see physics as a set of formulas to memorize or as a coherent system to be understood strongly influence learning outcomes. Traditional lecture-based instruction often reinforces surface-level learning, whereas constructivist pedagogies encourage students to actively build conceptual understanding. More recently, digital and hybrid approaches, including simulations, flipped classrooms, and AI-driven platforms, have further reshaped student expectations of learning physics. This review synthesizes research from classic frameworks such as Hammer’s epistemological dimensions and the Maryland Physics Expectations (MPEX) survey, alongside newer instruments like the CLASS and E-CLASS. Comparative evidence across traditional, constructivist, and technology-enhanced pedagogies is presented, with attention to cross-cultural studies, gender and equity considerations, and the role of teacher professional development. The paper highlights persistent challenges in assessing student expectations and emphasizes the need for longitudinal, international, and interdisciplinary research. By critically analysing trends from the 1990s to 2020s, this review underscores the ongoing shift toward more student-centered, globally relevant physics education, and outlines future directions for research and practice.