This study develops an instructional strategy based on the Atkin - Karplus learning cycle and the Hestenes theory of modeling instruction in physics. It utilizes a laboratory activity-centered program as the mechanism for model development and the Halloun-Hestenes taxonomy of misconceptions in mechanics to guide the development of the factual knowledge. A detailed application of this method of instruction is illustrated with a series of activities to develop and deploy kinematical models of constant acceleration.

The effectiveness of this instructional method was evaluated by diagnostic pretests and posttests in mechanics, comparing three high school classes of honors physics students taught by different methods. The didactic method of instruction was found to be the least effective, with a pretest-posttest gain of 4.7 (13%); the inquiry method was next, with a gain of 7.9 (22%); while the structured inquiry method was shown to be the most effective, achieving a gain of 12.4 (34%) on a 36-point test.