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An active learning physics course (treatment) was re-organized in an attemptto increase students' problem solving abilities. This re-organized coursecovered all of the relevant concepts in the first 6 weeks with the final 4weeks spent in practice at solving complicated problems (those requiringstudents to use higher order cognitive abilities). A second active learningcourse (control) was taught in the same quarter by the same instructor usingthe same curricular materials but covering material in the standard(chapter-by-chapter) order. After accounting for incoming studentcharacteristics, students from the treatment course scored significantly betterthan the control for two outcome measures: i) the final exam and ii) theirimmediately subsequent physics course. More importantly, students from minoritygroups who are underrepresented in physics had final exam scores as well asclass grades that were indistinguishable from the rest of their class if andonly if they were in the treatment class. Finally, many of the students in thiscohort took a Concepts First course in their third quarter of introductoryphysics. The students who took at least one Concepts First course are found tohave significantly higher rates of graduation with a STEM major than thosestudents from this cohort who did not take a Concepts First course.

Learning Concepts First: A Course Structure with Improved Educational  Outcomes in the Short, Medium, and Long Terms (Especially for Minority Groups  Underrepresented in Physics)