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Physics education research shows that students entering introductory physics classes have naive beliefs and preconceptions about the physical world. Research has also shown that traditional physics instruction at the introductory level does not do much in the way of changing these beliefs. The main cause of these preconceptions is that the student has conceived incorrect mental models to explain his/her experiences about the physical world. My learning project will focus on a method of instruction (the modeling method) that has been able to address this . The principle author of this method is Dr. David Hestenes. The modeling theory is grounded on the thesis that scientific activity is centered on modeling: the construction, validation and application of conceptual models to understand and organize the physical world. It aims to correct many weaknesses of the traditional lecture- demonstration method, such as fragmentation of knowledge, student passivity, and the persistence of naive beliefs about the physical world. At present, I am team teaching a University Physics class at Arizona State University (ASU) using this method of instruction. In this classroom the students are actively engaged in small groups, experimenting, analyzing, and constructing models that explain the physical phenomena they are exploring. Students refine their models by collaborating in their small groups and then presenting these to larger groups. The classroom discourse is an integral part of this method and the teacher has to skillfully manage it enabling the students to construct their own knowledge. I am analyzing and documenting what is happening in this classroom so that I can share with other colleagues. I am also planning to interview students to assess the impact of this method of instruction on their learning. Instruments based on physics education research will be used in this class to assess the students learning.
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