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InvestigativeScienceLearning
Environment
ISLE
Andrej Petek
Adviser: prof. Gorazd Planinšič
Coadviser: prof. Eguenia Etkina
Ljubljana, dec. 2013
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Table of contents
Introduction
Motivation for the development of ISLE
ISLE cycle
Other aspects of ISLE instruction
Performance of ISLE students
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Why use ISLE method of teaching?
Improve student learning of physics normative knowledge
Help students experience science process as a part of their learning physics not a short time add-on
Help stuudents prepare for the demands of the 21st century workplace
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Key featuresStudents actively construct their knoweldge by:
Observing simple experiments to develop models
Designing new experiments to test models
Reconciling their prior ideas and new models
Representing ideas (experiments and models) in multiple ways
Engaging in repeated self-reflection
Solving real life problems as application of new knoweldge
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ISLE cycle
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Multiple representationsSketches
Force diagrams
Motion diagrams
Energy bar charts
Field lines
Ray diagrams
Graphs
Mathematical expressions
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Final situation:
Starting situation:
Assumption: negligible air drag
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Energy bar charts
Observed system:
Wile only
Observed system:
Wile and Earth
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Assessment
Summative
Formative (feedback both to students and to the instructor with the subsequent revision of instrucion)
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Weekly reports
What did I learn this week?
How did I learn it?
What remained unclear?
If I were the professor, what questions would I ask to find out if my students understood the material?
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Do students learn physics through ISLE?
FCI (Force concept inventory)
CSEM (Conceptual survey of electricity and magnetism)
Traditional instruction (FCI): g ≈ 0.2 - 0.3
Ohio State University (g = 0.56)
California State University Chico (g = 0.45)
g= posttest score− pretest score100− pretest score
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Summary Active participation of students in learning
process Students gain procedural as well as declarative
knowledge ISLE cycle Multiple representations Self-reflection ISLE improves physics instruction
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Thank you for your attention!