Research on the learning and teaching of physics enhances the likelihood of
cumulative improvement in the effectiveness of instruction.
Systematic studies reveal that students at all levels of instruction
from the precollege to the graduate level often have similar
conceptual and reasoning difficulties. These findings have helped
guide the design of curriculum for university undergraduates,
precollege teachers, and graduate teaching assistants. Treating
teaching as a science (not just as an art) has proved fruitful for
setting higher (yet realistic) standards, for helping students meet
the increased expectations, and for assessing the extent to which
meaningful learning has occurred.
Last modified: Fri Jan 23 17:55:21 2009