Current trends in physics education: A paradigm shift to the active learning perspective

Abstract

Rigorous research in physics education for the past two decades led to a sound understanding of student learning difficulties in both calculus- and non-calculus based introductory physics courses. One of the important results of physics education research was that traditional instruction was ineffective in improving students' conceptual understanding of very basic physics concepts. This resulted to major developments of various curricula that were based on the constructivist principle of student thinking and learning, indicative of a paradigm shift from the passive to the active learning perspective.