Our research shows that student learning of Newton's Laws in introductory physics courses is enhanced by the use of special guided discovery laboratory curricula which embody the results of educational research and which are supported by the use of the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools (motion detector and force probe) for Macintosh and MS-DOS computers. This paper describes the research-based Tools for Scientific Thinking and RealTime Physics dynamics curricula developed for use in introductory physics classes in colleges, universities and high schools. Then examines student learning of dynamics in traditional physics courses and in courses using the new active learning curricula, primarily by the use of correlated questions on the Force and Motion Conceptual Evaluation, which is presented in its entirety. We also give evidence for the hierarchical learning of mechanics concepts and for the improvement of student learning of dynamics from traditional lectures as a result of improved learning of kinematics from the new laboratory curricula.