Equitable approach to introductory calculus-based physics courses focused on problem solving

Introductory calculus-based mechanics (“Physics 1”) is an important gateway course for students desiring to pursue a science, technology, engineering, and mathematics (STEM) career. A major challenge with this the large spread in students’ incoming physics preparation. This level of preparation strongly predictive performance because overlap between Physics 1 high school courses. Because largely determined by quality their courses, can amplify K–12 educational inequities be barrier marginalized wishing STEM Here, we present novel introductory design address equity challenge. The implementation are based on concept deliberate practice as applied learning real-world problem solving. Students explicitly research-identified decision-based skills required solving context problems. problems used solutions have little resemblance what encounter physics, thereby reducing dependence Versions were taught at highly selective private lightly public university. who took learned content knowledge they needed future particularly problem-solving improved substantially. Furthermore, had much less correlation than was case outcomes from traditional courses both institutions: one dropped r=0.62 0.14, other r=0.56 0.26. These findings suggest more equitable version course, hence beneficial students.Received 8 August 2022Accepted 23 September 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.020124Published American Physical Society under terms Creative Commons Attribution 4.0 International license. Further distribution work must maintain attribution author(s) published article’s title, journal citation, DOI.Published SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionInstructional strategiesStudent preparationPhysics Education Research