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This article outlines advances in physics education research and curricular developments that they have created. Physics education research has revealed some of the difficulties introductory university students have in learning physics. At the same time, information technology has led to new tools for creating educational environments. In response, a wide variety of models for physics instruction have developed. This article reviews some of the research findings, putting them into the context of a theory of thinking and learning, and discusses some of the most promising instructional models developed in the US.
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