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Four sections of introductory physics for physical scientists and engineers(about 180 students each) are compared. One section, treatment group, wasorganized so that students worked to learn the classical ideas connectingforces and motion over the first 6 weeks of the 10 week quarter and then usedthe final 4 weeks to apply those principles to algebraically complicatedproblems. The other sections learned ideas at essentially the same time ascalculations over the entire 10 weeks of the quarter. The treatment group andone of the control sections were taught by the same instructor, had identicalcurricular materials and this instructor was blind to the comparison measure,the final exam. After controlling for GPA as well as for incoming conceptualunderstanding, the treatment group was found (with greater than 99% confidence)to perform better on the final exam than the control group taught by the sameinstructor and, by a similar measure, the treatment group performedsignificantly better than any other section. The treatment group also hadhigher conceptual learning gains and so should be better prepared for laterlearning.

Improving student's problem-solving ability as well as conceptual understanding without sacrificing the physics content of a class