Abstract
The purpose of this study was to describe relationships among instructor and student goals, course design, and student strategies for learning physics in a traditional introductory undergraduate physics course for nonmajors. The procedures included 16 hours ofnonparticipant observation, during which detailed field notes and photographs were taken and documents were collected. Audiotaped open‐ended interviews were given to instructors and students, and all students participated in a limited survey. The data were analyzed using qualitative methods of the Chicago School. Results indicated that both differing goals of students and instructors and the structure of the course inhibited the understanding of physics and were conducive to students engaging in unexpected behaviors designed to help them successfully pass the course. The consequences of the structure of the course and subsequent student behaviors inhibited their understanding and appreciation of physics and deterred them from enrolling in further science courses. The paper includes implications for teaching introductory college physics.
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