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A volume in Science & Engineering Education SourcesDeep Learning in Introductory Physics: Exploratory Studies of Model‐Based Reasoning is concerned withthe broad question of how students learn physics in a model‐centered classroom. The diverse,creative, and sometimes unexpected ways students construct models, and deal with intellectualconflict, provide valuable insights into student learning and cast a new vision for physics teaching.This book is the first publication in several years to thoroughly address the “coherence versusfragmentation” debate in science education, and the first to advance and explore the hypothesis thatdeep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literatureon the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, andaddresses current international concern over the state of science education and appropriate standards for science teaching andlearning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial studyof student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results offour exploratory case studies. These studies reproduce the results of Part I with a more‐diverse sample of students; under newconditions (a public debate, peer discussions, and group interviews); and with new research prompts (model‐building software,bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historicalanalysis and a review of physics education research.
