9354528 Potter There is widespread and growing agreement that very serious problems exist in the introductory courses in all science disciplines. Many of the factors at the root of the problems in these courses have only recently been identified by researchers in cognitive psychology and science education. We believe that most of the problems with introductory science courses and the "non-calculus" introductory physics course in particular, stem directly from the way in which instructors conceptualize the teaching and learning process. The goal of this proposal is to construct and fully implement a new introductory physics course which will replace the standard "non-calculus" course at UC Davis. The model we are proposing is grounded in the direct implications for instruction that are emerging which support a constructivist theory of how learning and conceptual understanding actually develops in an individual student. The course will by necessity have to be taught within the constraints normally found at large universities and so will serve as a viable model for other institutions. The objectives of this proposal are to transform the traditional non-calculus introductory physics course into a constructivist based course, to produce instructor and TA training materials in constructivist methodologies, to produce a student textbook along course lines, and to give support and guidance to other institutions desiring to make these changes. The expected outcomes include an increase in student conceptual understanding and appreciation of physics, an increase in math and critical thinking skills in students, and a pedagogically appropriate model of a science course for pre-service teachers.
