The Dick, Carey, and Carey Design Model in Physics Education: Literature Review and Implementation Studies

Abstract

This study examines the application of the Dick, Carey, and Carey instructional design model in physics education through a systematic literature review. The study aims to analyze patterns of procedural implementation, identify key strengths and limitations of the model, and examine its adaptation in conjunction with contemporary educational technologies. The methodology employed a systematic review of peer-reviewed scientific publications, with a focus on development-based research and empirical implementation studies. The findings reveal that the model is predominantly applied according to its ten procedural stages, offering a structured, goal-oriented framework that facilitates strong alignment among learning objectives, instructional strategies, and assessment practices. The principal strength of the model lies in its systematic and coherent structure, whereas its main limitation is its perceived rigidity and linearity, which may constrain flexibility in highly dynamic learning contexts. Notably, the results demonstrate the model’s considerable adaptability, as it is frequently integrated with modern technologies, including Augmented Reality (AR), e-modules, and TPACK-based instructional frameworks. Such integrations contribute to enhanced student engagement and underscore the model’s continued relevance in contemporary physics education. The study concludes that the Dick, Carey, and Carey model remains a valid and effective framework for instructional design in physics, particularly when its systematic approach is complemented by technological innovations.