USF St. Petersburg campus Faculty Publications
Design and reflection help students develop scientific abilities: Learning in Introductory Physics laboratories.
Document Type
Article
Publication Date
2010
ISSN
1050-8406
Abstract
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind.
Language
en_US
Publisher
Routledge
Recommended Citation
Etkina, E.; Karelina, A.; Ruibal-Villasenor, M; Rosengrant, D.; Jordan, R.; Hmelo-Silver, C.E. (2010). Design and reflection help students develop scientific abilities: Learning in Introductory Physics laboratories. Journal of the Learning Sciences, 19, 54-98. doi: 10.1080/10508400903452876
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Citation only. Full-text article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.