The purpose of this paper is to discuss some of what is currently being done in physics education and to impart some quantitative results. The last two decades have witnessed a growing trend away from the traditional modes of instruction in physics courses at all levels, from high schools through universities. The reasons for this, as well as some commentary on several non-traditional styles of physics instruction, are presented in this paper. The article does not attempt to promote any one style over another because it is clear from numerous sources that almost any form of interactive learning produces improved conceptual understanding. The paper also reports on the following non-traditional teaching/learning styles: (1) Peer Instruction (Lectures consisting of short presentations on key points followed by a Concep Test, which students formulate answers for and discuss with each other); (2) Collaborative Instruction (Students taught using a non-traditional style make use of collaborative exercises based upon lecture materials); (3) Overview Case Studies and Active Learning Problem Sets; (4) Tutorials; (5) Workshop Physics; and (6) Expert versus Student Problem Solving. Overall assessment and recommendations for community colleges are presented at the end of the paper.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Cognitive Development,Teachig pedagogy,oai:nsdl.org:2200/20061213014153762T,Active Learning,Education Foundations,Instructional Innovation,Physics Education Research,General Physics,Educational Practices,Graduate/Professional,NSDL,Community Colleges,Student Participation,Science Instruction,Learning Strategies,Life Science,NSDL_SetSpec_439869,Alternative Conceptions,Teacher Attitudes,Higher Education,Vocational/Professional Development Education,Undergraduate (Lower Division),Cognitive Style,Pedagogy,Physics,Educational Development,Education Practices,High School,Curriculum Development,Teaching Styles,Education,Two Year Colleges,Teaching Methods



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