ABSTRACT  
This study describes the effectiveness of a newly designed informal physics 
class offered to ninth and tenth grade students at the Bronx Institute at Lehman 
College. Students met weekly to participate in inquiry-based physics learning 
that incorporated authentic applications from the urban setting. Two participants
who were interviewed for the study reported significant improvements in their 
attitudes, knowledge, and appreciation of physics, suggesting that well designed 
constructivist physics programs are potentially transformative in improving 
students’ academic self-efficacy, confidence and persistence in science, and 
positional advantage. 

		Academic Exchange Quarterly  Spring 2010: Volume 14, Issue 1  
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