We briefly describe a new view of the science learner that has emerged from recent research and then discuss how we have built on this view to design a physics course for prospective elementary teachers. The main goals are to help students develop robust conceptual models in various physics domains and to help them become more aware of, and more responsible for, their own learning. The integrated set of course activities to help promote these goals includes the use of highly interactive multimedia computer programs and the writing and collaborative peer evaluations of comprehensive explanations of novel phenomena. Evidence is provided to suggest that the total course environment has helped accomplish our goals.

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