Investigative Science Learning Environment: When Learning Physics Mirrors Doing Physics

137 Pages·2019·11.495 MB·English

by  Eugenia Etkina, David T. Brookes, Gorazd Planinsić

Investigative Science Learning
Environment
When learning physics mirrors doing physics

Investigative Science Learning
Environment
When learning physics mirrors doing physics
Eugenia Etkina
Rutgers University, New Brunswick, NJ, USA
David T Brookes
California State University, Chico, CA, USA
Gorazd Planinsic
University of Ljubljana, Ljubljana, Slovenia
Morgan & Claypool Publishers
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ISBN 978-1-64327-780-6(ebook)
ISBN 978-1-64327-777-6(print)
ISBN 978-1-64327-778-3(mobi)
DOI 10.1088/2053-2571/ab3ebd
Version:20191101
IOPConcisePhysics
ISSN2053-2571(online)
ISSN2054-7307(print)
AMorgan&ClaypoolpublicationaspartofIOPConcisePhysics
PublishedbyMorgan&ClaypoolPublishers,1210FifthAvenue,Suite250,SanRafael,CA,
94901,USA
IOPPublishing,TempleCircus,TempleWay,BristolBS16HG,UK
We dedicate this book to all our colleagues who worked with us tirelessly
to develop ISLE, to the teachers who adopted it and to our students.

Contents
Preface ix
Acknowledgements x
Author biographies xi
1 Introduction 1-1
1.1 ISLE and interactive teaching methods 1-2
1.2 Example of an ISLE process 1-4
1.3 Elements of the ISLE process and their logical connections 1-6
1.4 Interlude: when inquiry fails: the need for a framework 1-13
of epistemic practices
References 1-16
2 Examples of ISLE-based learning of traditional physics 2-1
topics and examples of ISLE-based physics problems
2.1 Student learning of traditional topics 2-1
2.1.1 Newton’s third law 2-1
2.1.2 Electromagnetic induction 2-6
2.1.3 Light emitting diodes (LEDs) 2-10
2.2 Developing mathematical relations 2-13
2.3 Problem solving 2-15
2.4 Role of the textbook 2-15
2.5 Interlude: the tyranny of coverage 2-26
References 2-31
3 Justifying elements of the ISLE learning system 3-1
3.1 How people learn? 3-2
3.2 Learning is a social process 3-4
3.3 Developing confidence and growth mindset 3-5
3.4 What do students need for success in their future lives 3-6
and for success in the science workplace?
3.5 Interlude: learning is hard, you’re going to be uncomfortable in here 3-7
References 3-12
vii
InvestigativeScienceLearningEnvironment
4 Scientific abilities 4-1
4.1 Defining scientific abilities 4-1
4.2 Fine-tuning scientific abilities and devising rubrics to assess them 4-3
References 4-29
5 Assessment 5-1
5.1 Interlude: experiments with assessment 5-6
References 5-14
6 How ISLE affects teachers and researchers 6-1
References 6-6
7 Summary and tips for those who wish to implement ISLE 7-1
7.1 ISLE from the instructor and student perspective 7-1
7.2 Organizing ISLE-based courses 7-2
7.3 ISLE itself is not a guarantee for motivation 7-3
7.4 Unit breakdown in a large enrollment course 7-5
7.5 Frequently asked questions 7-6
7.6 Summary 7-8
7.7 List of additional resources for ISLE-based activities 7-8
References 7-9
viii
Preface
This book is for those who are teaching physics at any level. It is for those who are
dissatisfied with the current status of physics education and are looking for new
ideas.Itisforallthosewhowanttheirstudentstoexperiencethejoyofdoingphysics
while learning it. It is for all those who wish that learning physics would empower
theirstudentsandgivethemconfidence.Thisbookisforthosewhowishtoprepare
their students for success in the future that requires creativity, imagination,
collaboration and perseverance. This book is for those who wish to base their
teaching on the latest discoveries of cognitive science and the results of physics
education research. It is for those who love to try new things and to learn together
with their students. This book is for you.
ix