Each year, more than 150 000 college students across the US enroll in calculus‐based introductory physics courses. Most of these courses are taught in the traditional mode, with students sitting passively through two or more lectures per week and reporting once or twice a week to recitation classes and laboratory sessions. Students often plow through as many as 500 pages of equation‐laden text each semester and complete one or two written assignments per week. And faculty members expend considerable effort conducting the whole enterprise.
REFERENCES
1.
2.
A. Arons, A Guide to Introductory Physics Teaching, Wiley, New York, 1990.
3.
See, for example, R. R. Hake, to be published in Am. J. Phys.
4.
E. Mazur, Peer Instruction: A User's Manual, Prentice Hall Series in Educational Innovation, Prentice Hall, Upper Saddle River, N.J., 1997.
This content is only available via PDF.
© 1996 American Institute of Physics.
1996
American Institute of Physics
You do not currently have access to this content.
