Introductory physics homework problems done in conjunction with student‐performed demonstrations in the UC Santa Barbara Physics Learning Center are described and evaluated. These demonstration–problems presently supplement the standard textbook assignment for 370 students from our physics for engineers and scientists courses. Students find them more enjoyable than their textbook problems. We view them as valuable exercises within a process approach to instruction and consistent with the developmental theory of Jean Piaget. Arguments are given regarding their potential for promoting intellectual development. Other advantages are also cited.

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