Can students learn effective learning and problem solving techniques in large introductory science courses?

In the past 10 years an active-learning course, called Active Physics, has gradually displaced lecture-based introductory course in physics at Washington University in St. Louis. But are active-learning techniques effective when they are scaled up to large classes? A comprehensive three-year evaluation suggests that Active Physics consistently produces more proficient students with better attitudes toward learning than the lecture courses it is replacing.

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