study done by Professor Eric Mazur of Harvard University, a member of this panel (Mazur, 1997).
Box 3-1. Excerpt from Peer Instruction: A User’s Manual
MEMORIZATION VERSUS UNDERSTANDING
To understand these seemingly contradictory observations, I decided to pair, on subsequent examinations, simple qualitative questions with more difficult quantitative problems on the same physical concept. An example of a set of such questions on dc circuits is shown in Figure 1.1. These questions were given as the first and last problem on a midterm examination in the spring of 1991 in a conventionally taught class (the other three problems on the examination, which were placed between these two, dealt with different subjects and are omitted here).