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Instructional Strategies in Introductory


Recent research findings in teaching and learning indicate that the “traditional” lecture-style, passive learning model does not substantially impact the learning and understanding of most students who take introductory physics. The research also indicates that most students enter introductory physics with alternative conceptions to many of the basic concepts that are taught in introductory physics. For most students, passive learning techniques generally do not replace these “misconceptions” with concepts that are more consistent with our understanding of nature. Results from Physics Education Research PER have indicated that active learning techniques have substantially increased student conceptual understanding, which provides a basis for problem solving with understanding in introductory physics. This workshop will provide an overview on these efforts and the research in problem solving. Various approaches to problem solving based on research will be presented. This will be followed by small group work on creating sample problems that employ these approaches. This work will be shared and critiqued by the group and workshop leaders. The advantages and weaknesses of these approaches will also be discussed. Organization Info: PhysicsWorkshops www.physicsworkshops.org/


Online and Onsite


Active Learning
Collaborative / Active Learning
Faculty Development



Target Audience

Four Year College/University
High School
Two Year College

Start Date

Thursday, November 08, 2007 at 8:30 AM

End Date

Saturday, November 10, 2007 at 9:30 PM

Time Zone

Eastern Standard Time (North America)

Presented By




Contact Name

Tom O'kuma

Contact Email


Contact Phone