Physics textbooks use a piece wise approach to concept and results present action that is reproduces in lesson planning approaches.

For example in mechanics, time, space, mass, energy, kinetic energy etc are presented separately.

Students are expected tobgrasp the conceptual interconnection by the end. It rarely happens.

An alternative approach is to use a first chapter or lesson sequence on the topic to present this interconnection i.e start with def of space&time, define speed mention an mass then def energy then potential and kinetic as proportuinal to mass and velocity to imprint a vision and solid hope of interrconnectedness on which students will invest to deeper.

At a time when i was assesed in Teaching i was asked why i connected concepts first or almost so and i said i wanted to create an open or semi closed loop so students would have the curiosity and grab their attention on how it will be closed.

Such approaches are considered

Unpedagogic compare to the piece wise that sounds a more solid method however learning theory would favor my approach.

Few dare to point the fallacy and the cost in learning physics is under apreciated