The problem was larger than him, he decided. They relied much more on memorization than understanding. His motivation to have students actually understand fundamental physics led him on a quest to find, nurture and share new methods of teaching science. Potter has been the driving force behind a UC Davis-based outreach program aimed at improving the quality of science teaching in grades kindergarten through 12 in the Sacramento area and throughout the state. Initiated through a grant from the National Science Foundation, the program is now known as the California Science Project of Sacramento, one of 12 statewide projects to improve science education in the public schools.
Potter is co-director.
He provides pedagogical and science content instruction during the summer institutes and on many Saturdays during the academic year. Here, teachers gain confidence in their ability to think and reason rather than relying totally on memorization. They learn how to create learning environments in their own classrooms that encourage students to ask questions, to propose solutions and then to test them out. Teachers from the science project are working with colleagues to extend the new ideas. Others have assumed statewide leadership positions in the science education reform movement.