A large number of innovative approaches have been developed based on Physics Education Research (PER) to address student difficulties introductory physics instruction. Yet, there are currently few widely accepted assessment methods for determining the effectiveness of these methods. This dissertation compares the effectiveness of traditional calculus-based instruction with University of Washington's Tutorials, University of Minnesota's Group Problem Solving & Problem Solving Labs,
and Dickinson College's Workshop Physics. Implementation of these curricula were studied at ten undergraduate institutions. The research methods used include the Force Concept Inventory (FCI), the Maryland Physics Expectation (MPEX) survey, specially designed exam problems, and interviews with student volunteers. The MPEX survey is a new diagnostic instrument developed specifically for this study.

Instructors often have learning goals for their students that go beyond having them demonstrate mastery of physics through typical end-of-chapter problems on exams and homeworks. Because these goals are often not stated explicitly nor adequately reinforced through grading and testing, we refer to this kind of learning goal as part of the course's "hidden curriculum." In this study, we evaluate two aspects of student learning from this hidden curriculum in the introductory physics sequence: conceptual understanding and expectations (cognitive beliefs that affect how students think about and learn physics).

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Published January 1, 1998
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