Ciencia

Introduction Part I: The Textbook, the Instructor's Manual, and
Active Learning
Note to the Reader: Research and curriculum development related to the introductory physics
course have uncovered much information and insight regarding student learning in physics
classes that faculty would find useful for improving student learning in their classes.
Unfortunately many instructors are unaware ofthese research-based efforts to improve
instruction. Rather than give a brief overview that would skimp on many of the important
issues and details, this introduction is intended as a more complete reference to be read at the
reader's convenience. Both parts of the introduction are written so that the first six or seven
pages summarize the most important points. Each section is written tomake sense if it is read
independently. Despite its length and coverage, this is still only an introduction; readers who
are interested in these issues are encouraged to use the references and recommended reading lists
to obtain further information.
The inclusion of Physics Education Research summaries is a new feature; comments and
suggestions regarding how to make this instructor's manual moreuseful to physics faculty in the
future are welcome and encouraged. Please send comments and suggestions to:
Physics Editor
Harcourt College Publishers
150 South Independence Mall West, Suite 1250
Philadelphia, PA 19103

Overview
For the last twenty years, many researchers have turned their scientific background and
training to understanding student learning in the introductory physicscourse. They have begun
understanding how students learn physics, the nature of their learning difficulties, and how to
make instruction more effective. The findings of these physics education researchers (described
in more detail in Part II of this introduction) can be summarized in the following four points.
1.

2.

3.
4.

Traditional lecture instruction is not working for manystudents in the introductory
physics course.1 Even many students who can successfully solve plug-and-chug problems
demonstrate poor understanding of the underlying material or are unable to solve
similar problems in new contexts.
Students are not "blank slates." They come to the introductory physics sequence with
beliefs and attitudes based on years of experience with school and the world aroundthem. In particular, they have their own preconceptions about how to solve physics
problems, common sense beliefs about how things work, and cognitive beliefs on
learning, physics, and mathematics. Many of these views are incompatible with what
instructors want the students to learn, hinder the students' learning, and outlast
traditional lecture instruction.2
Students' physics knowledge isoften fragmented and ill defined. Their knowledge
consists of a small number of facts and equations stored randomly in the mind.3
Research-based curricula can help improve students' conceptual understanding and/or
problem solving techniques through active-learning activities that take into account
students' initial views.4

© 2000 by Harcourt College Publishers. All rights reserved.Introduction Part 1

I -2

This version of the textbook and the instructor's manual has incorporated several
pedagogical features designed to help physics instructors incorporate some of the lessons from
physics education research. The main changes in the textbook are the inclusion of suggestions
for active learning activities and the incorporation of a expert-like problem solving protocol.
Inaddition, the presentation of material in the textbook has been modified to help students
understand the material better and see how what they learn applies to other disciplines.

What is Active Learning?
Active learning is a technique that recognizes some of the weaknesses inherent in the
traditional lecture style of teaching. For example,
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Listeners in lecture classes typically...