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Conscious learning begins from the moment the neurosensors act on events in the physical-sociocultural (PSC) environment to create their mental representations. The sensors convert various forms of energies in the events into patterned electric signals; neural pathways carry those signals to the different parts of the brain to form new neural circuits and/or modify the existing circuits by leaving biochemical traces, which serve as memory; and the learning continues until the self-regulating “thought processes” associate new thoughts with the active circuits that contain the event information, in an emotional context. These thoughts, the thought processes, the corresponding neural circuits, and the actions continue to develop non-linearly, by following a set of transformation rules, from reflexes through abstract principles, which are the result of nested reciprocal influences, owing to further life-time experiences in the PSC environment. Using this frame work, the paper analyzes basic physics concepts to classify them into a hierarchically-complex scheme and proposes a mechanism for how a concept is associated with a set of patterns in the event-information, and how simpler concepts develop into more complex concepts using “Concepts Developmental Equations” (CDE).

A Classification Scheme for Basic Physics Concepts: Learning and Thinking from Neurodevelopmental Science Perspective