  In this paper we put forth a model for physics course reform that uniquely
uses proven, research-based active learning strategies to help students improve
their physics knowledge and problem-solving skills. In this study, we compared
the exam performance of students in two sections of the same introductory
physics course. One section (the traditional section, N = 258) was taught by an
instructor who is highly regarded for his lectures, but did not use any active
learning teaching strategies. The other section (the reformed section, N = 217)
was taught by an instructor who had never before taught a physics class but who
was trained in physics and astronomy education research and who did use active
learning teaching strategies. Students in the reformed section significantly
outperformed students in the traditional section on common exam questions over
the course of the semester, regardless of whether the question was conceptual
or quantitative. This reform effort has been successful at improving students'
learning and significantly increasing the department's use of active learning
strategies at the introductory level and beyond.
