"Modeling instruction" was adapted and implemented in undergraduate algebra-based physics courses at California State University Fresno and the University of New England. Comparisons of standardized assessments were made between traditionally taught general physics sections and a "modeling" physics section at the two universities over a four year period. An essential ingredient in this enterprise was the preparation of lab instructors faithfully trained in the modeling approach. The motivations for this effort were twofold: 1) To help determine if an undergraduate general physics sequence might benefit from the adoption of multi-representational instructional approach addressing alternative conceptions in a more constructivist manner. 2) Development of an experiential learning environment to train physics educators in the modeling process.

Students in the modeling sections achieved, on the average, a one-half standard deviation or higher score over their traditional lecture counterparts, as measured by standardized assessments. Most significantly, the normalized gain on the Force Concepts Inventory for the modeling students was two times greater than their traditional-lecture peers at both schools. The lab instructors universally found modeling instruction to be a major improvement over traditional teaching approaches. The majority of these teachers are enthusiastic modeling converts in their own classrooms today.