The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories
Open accessAbstract
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.
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Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“In this approach, learning is supported by means of modeling, coaching, and scaffolding ( J. S. Brown, Collins, & Duguid, 1989 ; Collins et al, 1989 ).”
MethodAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“They not only provide the modeling and coaching aspect of the cognitive apprenticeship, but they also simultaneously engage students in self-assessment, which is the most powerful form of formative assessment (Black & Wiliam, 1998; Cowie & Bell, 1999).”
BackgroundInfluentialCognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · cited 1×
“We contend that the careful scaffolding provided in the ISLE design labs allowed students to learn both the physics content and the scientific abilities ( Hmelo-Silver, Duncan, & Chinn, 2007 ).”
Self-citationWhen and where do we apply what we learn?: A taxonomy for far transfer
Barnett, S. M., & Ceci, S. J. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.4.612 · Cited by 2,076 · cited 2×
“We devised these labs to assess how students apply scientific abilities to unfamiliar physics content in the same functional context (according to the classification by Barnett & Ceci, 2002).”
MethodKolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1204_2 · Cited by 1,061 · cited 2×
“Thus, in this spirit ISLE is similar to many other approaches that engage students in design and authentic problem solving (Barron et al., 1998; Hmelo et al., 2000; Hmelo-Silver, 2004; Kolodner et al., 2003; Merrill, 2002).”
BackgroundMethodChapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
BRANSFORD, J. D., & SCHWARTZ, D. L. (1999) · Review of Research in Education · doi:10.3102/0091732x024001061 · Cited by 881
Cited by
Phases of inquiry-based learning: Definitions and the inquiry cycle
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.02.003 · Cited by 2,119
“…Physics teachers Identifying the problem, Analysing, Setting hypotheses, Generating a synthesis, Problem solving and developing a course/experiment Etkina et al. (2010) Phases Physics Observe, Find patterns, Devise explanations or mechanisms for the patterns, Test the explanations, Predict the…”
BackgroundSinger, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Synthesis of discipline-based education research in physics
Docktor, J. L., & Mestre, J. P. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020119 · Cited by 549
Learning by creating and exchanging objects: the SCY experience
De Jong, T., Van Joolingen, W. R., Giemza, A., Girault, I., Hoppe, U., Kindermann, J., Kluge, A., Lazonder, A. W., Vold, V., Weinberger, A., et al. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2010.01121.x · Cited by 98
(2013) · TU/e Research Portal · Cited by 41
Metadata
- Authors
- Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 2010-01-25
- Volume
- 19
- Issue
- 1
- Pages
- 54-98
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W1998852216
- Cited by
- 232
- References
- 7
- FWCI
- 58.07
- Type
- journal article
- Language
- en
- Open access
- green
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