The objective of this study is to propose a framework that integrates inquiry-based learning with microlearning in the context of physics. The development of the design framework involves a comprehensive review of relevant literature on inquiry-based learning, microlearning, and fundamental physics concepts. Two parallel processes are considered in the development of the framework: 1) inquiry-based learning should fulfill its objective of stimulating higher-order thinking skills, and 2) the inquiry-learning process should facilitate holistic student engagement in the learning experience. The proposed framework has the potential to enhance the effectiveness and efficiency of instructional design in physics learning. It enables instructional designers, such as physics teachers and educators, to create inquiry-based microlearning experiences that are tailored to the needs of understanding physics concepts. Further research should focus on the implementation and evaluation of the effectiveness of this design framework in authentic physics learning environments, as well as testing its impact on student engagement and learning outcomes in physics topics.
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