An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.
%0 Journal Article %A Silverman, M. P. %D June 1, 1995 %T Self-directed learning: A heretical experiment in teaching physics %J Am. J. Phys. %V 63 %N 6 %P 495-507 %8 June 1, 1995 %U http://dx.doi.org/10.1119/1.18080
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