Motivation

Why do this?

• Students need to understand the process of science, not just memorize facts and equations (AAAS).
• "Traditional" physics courses don't always promote understanding of the underlying ideas.  (Hallouan and Hestenes, Mazur).
• Interactive Engagement courses are more successful in promoting real understanding (Hake).
• Students often resist developing good problem-solving skills (Heller).
• Traditional courses reinforce negative student perceptions of the nature of physics.  (Reddish and Saul).

References
Hake, R. (1998). Interactive-Engagement vs. Traditional Methods:  A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043-1055.

Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1; Group versus individual problem solving. American Journal of Physics, 60, 627-636.
Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping.  Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.

Mazur, E. (1997). Peer Instruction. Upper Saddle River, NJ: Prentice-Hall.

Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics courses. American Journal of Physics, 66(3), 212-224.