Students are taught how to think about physics problems. Cooperative learning, found to improve retention of female and minority students, is emphasized. Graduate and advanced undergraduate students are brought into the teaching process as apprentices. The course structure requires students to come prepared to ask questions. Concepts are presented within the framework of answering the questions, giving students an opportunity to synthesize information and taking them out of the role of passive learner.
Conceptual understanding is stressed.
Laboratory activities and demonstrations that emphasize or develop the concepts take place in the classroom at just the right time. The frequent use of familiar materials provides students with personal experience with science. Exploration is encouraged, with materials made available outside of class. Pre-prepared scientific kits are used sparingly since real science rarely involves taking a box off the shelf and knowing what all the answers will be. An activity guide implementing interactive learning techniques is under development.