Methods and Materials »Investigative Science Learning Environment (ISLE) »What does the research say?

Investigative Science Learning Environment (ISLE)

What does the research say?

RESEARCH VALIDATION
Gold Star Validation
This is the highest level of research validation, corresponding to:
  • both of the "based on" categories
  • at least 4 of the "demonstrated to improve" categories
  • at least 5 of the "studied using" categories
(Categories shown below)

Research Validation Summary

The ISLE developers conducted studies on student use of language, multiple representations, ability to design their own experiments, and their attitudes towards learning through the ISLE approach. These findings helped them redesign curriculum materials and articulate intentionalities more concisely. They used the following methods in our research: pre-post testing, analysis of student written work, observations of students in the classroom working on ISLE activities, interviews, surveys, focus groups. They used scientific abilities rubrics to score student lab reports and found how long it takes to develop certain scientific abilities. ISLE students have good learning gains on standardized tests (FCI, CSEM, etc.), they do not go down (and sometime they go up) on attitudinal assessments (CLASS and E-CLASS), they use multiple representations when solving problems without prompting, they are able to design their own experiments and communicate the findings effectively. Recent work found that effects of learning though ISLE persist after many years of taking an ISLE-based course. Researchers also found that when the ISLE approach cannot be implemented as intended (as a holistic environment), it can still be used to revise lab courses only. The learning gains are smaller then but are still significant. Researchers also found that training instructors is crucial for effective implementation of the ISLE approach.

Based on Research Into:

  • theories of how students learn
  • student ideas about specific topics

Demonstrated to Improve:

  • conceptual understanding
  • problem-solving skills
  • lab skills
  • beliefs and attitudes
  • attendance
  • retention of students
  • success of underrepresented groups
  • performance in subsequent classes

Studied using:

  • cycle of research and redevelopment
  • student interviews
  • classroom observations
  • analysis of written work
  • research at multiple institutions
  • research by multiple groups
  • peer-reviewed publication

Research base behind the design of Investigative Science Learning Environment

The ISLE process is built on a bricolage of multiple theoretical frameworks. ISLE classes are organized to send strong message to students based on the following general research results: Learning is a social process mediated by cognitive tools. Epistemology of physics is an important aspect of learning physics. History of science helps us learn how scientists develop knowledge and we can use this process and the knowledge of how people learn to design curriculum materials.

  1. J. B. Macmillan and J. W. Garrison, A Logical Theory of Teaching: Erotetics and Intentionality (Kluwer Academic Publishers, Dordrecht, 1988).
  2. McLuhan, The medium is the message, in Media and Cultural Studies, revised ed., edited by M. G. Durham and D.M. Kellner (Blackwell, Malden, MA, 2006), pp. 107–116.
  3. S. Brown, A. Collins, and P. Duguid, Situated cognition and the culture of learning, Educ. Res. 18, 32 (1989).
  4. Airey and C. Linder, Social semiotics in university physics education, in Multiple Representations in Physics Education, edited by D. F. Treagust, R. Duit, and H. E. Fisher (Springer Nature, Cham, Switzerland, 2017), Chap. 5, pp. 95–122.
  5. R. Maturana, Science and daily life: The ontology of scientific explanations, in Self-Organization Portrait of a Scientific Revolution, edited by W. Krohn, G. Kuppers, and H. Nowotny (Kluwer Academic Publishers, Dordrecht, 1990), Vol. 14, pp. 12–35.
  6. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation (Cambridge University Press, Cambridge, England, 1991).
  7. E. Lawson, What does Galileo’s discovery of Jupiter’s moons tell us about the process of scientific discovery?, Sci. Educ. 11, 1 (2002).
  8. Bielaczyc and A. Collins, Learning communities in classrooms: A reconceptualization of educational practice, in Instructional Design Theories and Models, Vol. II, edited by C. M. Reigeluth (Lawrence Erlbaum Associates, Mahwah, NJ, 1999), Chap. 12, pp. 269–292.

Research involved in the development of Investigative Science Learning Environment

The ISLE developers conducted studies on student use of language, multiple representations, ability to design their own experiments, and their attitudes towards learning through the ISLE approach. These findings helped them redesign curriculum materials and articulate intentionalities more concisely. They used the following methods in our research: pre-post testing, analysis of student written work, observations of students in the classroom working on ISLE activities, interviews, surveys, focus groups. They used scientific abilities rubrics to score student lab reports and found how long it takes to develop certain scientific abilities.

  1. A. Van Heuvelen, Learning to Think Like a Physicist: A Review of Research-Based Instructional Strategies, Am. J. Phys. 59 (10), 891 (1991).
  2. D. Brookes and E. Etkina, "Force," ontology, and language, Phys. Rev. ST Phys. Educ. Res. 5 (1), 010110 (2009).
  3. D. Buggé and E. Etkina, The long-term effects of learning in an ISLE approach classroom, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020.
  4. D. Rosengrant, A. Van Heuvelen, and E. Etkina, Do students use and understand free-body diagrams?, Phys. Rev. ST Phys. Educ. Res. 5 (1), 010108 (2009).
  5. E. Etkina, A. Van Heuvelen, S. White Brahmia, D. Brookes, M. Gentile, S. Murthy, D. Rosengrant, and A. Warren, Scientific abilities and their assessment, Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006).
  6. E. Etkina, A. Karelina, and M. Ruibal-Villasenor, How long does it take? A study of student acquisition of scientific abilities, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020108 (2008).
  7. A. Karelina and E. Etkina, When and How Do Students Engage in Sense-Making in a Physics Lab, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006.
  8. E. Etkina and M. Ruibal Villasenor, Reformed Physics Instruction Through the Eyes of Students, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006.
  9. K. Harper, E. Etkina, and Y. Lin, Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776-791 (2003).
  10. D. May and E. Etkina, College physics students' epistemological self-reflection and its relationship to conceptual learning, Am. J. Phys. 70 (12), 1249 (2002).
  11. E. Etkina, A. Van Heuvelen, D. Brookes, and D. Mills, Role of Experiments in Physics Instruction - A Process Approach, Phys. Teach. 40 (9), 351 (2002).
  12. E. Etkina and K. Andre, Weekly Reports: Student reflections on learning. Journal of College Science Teaching, 31(7), 476-480 (2002).
  13. E. Etkina and A. Van Heuvelen, Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics, presented at the Physics Education Research Conference 2001, Rochester, New York, 2001.

Research showing the effectiveness of Investigative Science Learning Environment

ISLE students have good learning gains on standardized tests (FCI, CSEM, etc.), they do not go down (and sometime they go up) on attitudinal assessments (CLASS and E-CLASS), they use multiple representations when solving problems without prompting, they are able to design their own experiments and communicate the findings effectively. Recent work found that effects of learning though ISLE persist after many years of taking an ISLE-based course. Researchers also found that when the ISLE approach cannot be implemented as intended (as a holistic environment), it can still be used to revise lab courses only. The learning gains are smaller then but are still significant. Researchers also found that training instructors is crucial for effective implementation of the ISLE approach.

  1. D. Brookes, E. Etkina, and G. Planinsic, Implementing an epistemologically authentic approach to student-centered inquiry learning, Phys. Rev. Phys. Educ. Res. 16 (2), 020148 (2020).
  2. E. Etkina, Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices?, Am. J. Phys. 83 (8), 669 (2015).
  3. E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver, Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories, J. Learn. Sci. 19 (1), 54 (2010).

References

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