Teaching Physics of Everyday Life: Project-based instruction and a collaborative work in undergraduate physics course for nonscience majors

In the current paper, we describe a project-based physical science course for nonscience majors designed and implemented at the University of Texas at Austin during the fall semester of 1999. We focus on practical implications of project-based instruction 1 in motivating nonscience majors in science study, as well as the challenges the students and the instructors encountered during the course. Cognitive, attitudinal and social outcomes of the project-based physical science course as reported by the students throughout the semester are also discussed.