**5. Why is physics not popular?**

Physics is not very popular among students, and consequently, the educators all over the world are facing the same problem in stimulating students to study physics (Figure 2). Most of the countries have shortage of physics teachers and scientists. The question is why is physics so unpopular among the students? The common beliefs that we encounter about physics are that physics is not an easy subject, it requires a high degree of dedication, and it is mostly meant for intelligent people who are sometimes socially discriminated, and because of that, they are discouraged to study physics. The most common replies that we get about physics when we ask people who finished high school or are still studying are as follows: "physics is boring," "physics is difficult," "physics is for boys," and "physics is strange and only crazy people are doing it" [16]. Why are most responses so negative? What is the problem? It seems that pupils in elementary school show big interest in physics when you ask them about topics that can be found in physics curricula like, for example, electricity, magnetism, force, universe, and others. However, it seems that interests are greatly lowered in high school when they are actually faced with a higher degree of knowledge about them, which includes the use of mathematic at higher degree and this causes students difficulties at understanding physics and also discourage them [17].

It seems that teaching methods and math involvement at a higher degree of education are the origin why students get lack of interest in physics. The question is What can we change to motivate students and to show them that physics is one of the essential science disciplines that not only brings great results at developing technologies but also gives us understanding how nature is working? Also, physics teachers often do not enjoy teaching physics. The main reason may be hidden behind physics curricula, which give really small flexibility at lesson distribu‐ tion during the year, and the teacher really does not have time to improve their lessons because they have to deal with the lesson schedule for the year. There seems to be two crucial problems.

**Figure 2.** We can see from the ASA Community research that physics is far behind other science disciplines in master's degree. On the left chart, we can see that physics and mathematics bachelors who finished the degree are rising very slow compared to statistics. On the right chart, the number of students who finished master's degree is far behind oth‐ er disciplines like biostatics and statistics [18].

One of them is a problem on how to introduce knowledge to students in that they will find it interesting, which is basically the problem of teaching methods. The other problem is physics curricula. It seems that physics curricula in many countries is not flexible enough for teachers and, as a result, is unfriendly to students. The solution to this problem would be to redesign physics curricula in a way to give the teacher more flexibility and hereby also relieve teachers from pressure so they could actually enjoy teaching physics and give full dedication to more attractive lessons. A great solution for teaching methods could be to include physics in other subjects such as computer science, where students could solve physics problem with the use of ICT. Games are also a great solution, where students could learn parts of physics simply by playing games and gain necessary knowledge. One of appropriate computer games from which students could learn physics is *Angry Birds*. We present which themes from physics curricula could be appropriate to teach concepts of physics.
