Although the idea of reforming physics instruction drives
the field, rarely do we articulate exactly what is meant by
reform. What does reformed instruction look like? What does
it mean to improve? What changes are desired? Is it increased
understanding of specific topics,2 increased success
at problem solving,3 improved attitudes and beliefs about
science,4 more physics majors,5 the building of community
bridges,6 or perhaps improved confidence in one’s ability to
critique and use science?7
While words such as reform, improvement, and cha