The persistent gap between theoretical knowledge acquired in physics classes and its practical application in students' daily lives represents a substantial challenge for contemporary education. Even though there have been many changes to education over the years, many students still have trouble using abstract ideas in real life, which makes it harder for them to learn how to solve problems and understand science. This study functions as a conceptual literature review, encapsulating international research about students' understanding and utilization of physics knowledge in everyday situations. The literature was obtained by searches in ERIC, Scopus, Web of Science, and Google Scholar, focusing on studies published between 2013 and 2024. These works were thematically synthesized to incorporate cognitive, emotive, and social perspectives on students' use of physics knowledge. The review emphasizes recurring themes: the importance of contextualizing learning, the influence of collaborative and inquiry-based approaches, and the role of motivation and attitudes on students' capacity to interact with physics beyond the classroom. Moreover, the study underscores overlooked dimensions, like the emotional and cultural contexts that shape learners' lived experiences. It highlights the significance of technology-enhanced learning environments, such as virtual laboratories and immersive platforms, in bridging theory and practice. This research formulates a framework for understanding the "application gap" in physics education by amalgamating various methodological viewpoints, encompassing quantitative evaluations of performance outcomes and qualitative analyses of students' experiences. This article eventually improves discussions on physics education by proposing ways to make physics more relevant, accessible, and impactful in students' everyday lives.
Konstantinos Τ. Kotsis (Sun,) studied this question.
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