Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions

Buggé, Danielle; Etkina, Eugenia

doi:10.1119/perc.2016.pr.008

Cited by 3 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Labs that implement the ISLE approach have been described in many publications [5,6,[26][27][28][29][30]. They differ from traditional labs and other reformed lab approaches [31,32] (d) When designing, conducting and communicating the results of the experiments, the students use scientific abilities rubrics [2] to guide and improve their work and the instructors use the same rubrics to assess and provide feedback to the students.…”

Section: Isle-approach Labs Using Apparatus or Videosmentioning

confidence: 99%

Comparing students’ flow states during apparatus-based versus video-based lab activities

Karelina¹,

Etkina²,

Bohacek³

et al. 2022

Eur. J. Phys.

View full text Add to dashboard Cite

This paper presents a study comparing physics students experimenting with physical apparatus (the apparatus group) versus students conducting the same experiments using videos of those experiments in place of the physical apparatus (the video group). In our study, we compare the results of an attitudinal survey designed to examine students' mental states and sense of engagement with the material. In terms of the 8-channel flow model, we found that students who conduct design labs structured according to the Investigative Science Learning Environment mostly found themselves located in the productive learning zones of arousal, flow and control. We also found a small but consistent difference between the apparatus and video groups: In the video group there were slightly more students who were in the less productive zones of worry and anxiety, reflective of feelings of low skillfulness combined with a sense that the task was very challenging. We discuss the implications of these findings for the design of scaffolded inquiry tasks such as ISLE design labs in new virtual environments. We suggest that such activities, performed in virtual learning environments, may require different levels and types of scaffolding compared with the same activities performed in the in-person classroom with physical apparatus.

show abstract

Section: Isle-approach Labs Using Apparatus or Videosmentioning

confidence: 99%

Comparing students’ flow states during apparatus-based versus video-based lab activities

Karelina¹,

Etkina²,

Bohacek³

et al. 2022

Eur. J. Phys.

View full text Add to dashboard Cite

show abstract

“…As a result, students need repeated engagement with the abilities they are expected to develop. While studies conducted at the high school and college level found that students are capable of developing these scientific abilities [9,10], as researchers we are unaware of the long-term effects of learning physics through this approach for students. We need to know if the ISLE approach helps students learn how to develop the mindset necessary to reason independently and solve open-ended problems before starting their careers.…”

Section: Introductionmentioning

confidence: 99%

The long-term effects of learning in an ISLE approach classroom

Buggé

Etkina²

2020

2020 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

This study reports on the long-term effects of learning through the Investigative Science Learning Environment (ISLE) approach on high school physics students. Students learning physics through the ISLE approach engage in collaborative activities that mirror the practice of physicists to construct concepts and apply them to solving practical problems. Previous studies of learning in ISLE-based classrooms showed that the students develop abilities to design experiments, collect and represent data, communicate and many others. However, there were no follow up studies that demonstrate what the students remember and how they use those abilities in their future education and professional careers. We administered a survey to alumni who learned physics in an ISLE-based classroom to find out what they remember many years after taking the course as well as if they find their physics learning useful for future education and careers. We report on the findings from this study.

show abstract

The Investigative Science Learning Environment (ISLE) approach to learning physics

Etkina

Brookes

Planinšič

2021

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

In a plenary talk “Investigative Science Learning Environment (ISLE): helping students learn physics by practicing it and be empowered in the process” at the SEA-STEM 2020 conference I (Eugenia Etkina) described the ISLE approach to learning and teaching physics, shared examples of activities and presented evidence of student learning. In this paper I, with my collaborators David T. Brookes and Gorazd Planinsic will briefly summarize my presentation and provide a list of resources for those who wish to learn more about the ISLE approach and to implement it in their physics courses.

show abstract

Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions

Cited by 3 publications

References 10 publications

Comparing students’ flow states during apparatus-based versus video-based lab activities

Comparing students’ flow states during apparatus-based versus video-based lab activities

The long-term effects of learning in an ISLE approach classroom

The Investigative Science Learning Environment (ISLE) approach to learning physics

Contact Info

Product

Resources

About