Abstract
The beliefs that curriculum developers hold about the processes by which physicists build their knowledge should be used to determine the activities in which students engage, when they engage in them, and how they are assessed.
Highlights
I we showed how students, working collaboratively on experiments and questions carefully selected by the instructor using the Investigative Science Learning Environment (ISLE) approach, construct a physics concept by examining multiple possibilities and rejecting some of them
In our paper we have tried to show how the ISLE approach, beginning with two intentionalities, has incorporated multiple theoretical perspectives, which in turn inform the design of classroom activities and momentby-moment decisions in the classroom
Why is it so important to have an intentional approach to curriculum design? It is our observation that change in education in general and physics education in particular has been rather fragmented and slow
Summary
The Investigative Science Learning Environment (ISLE) is a holistic interactive-engagement approach to learning and teaching physics that has a goal of engaging students in learning physics by following processes similar to those that physicists use while constructing and applying new knowledge. This new observation leads to an improved explanation that the displacements of the pulses add to each other while the pulses go through each other From the above example we see that students construct the model of superposition of waves by following a path from observing simple experiments to devising multiple models explaining them using appropriate semiotic resources [3], testing the models and applying them for practical purposes. This sequence represents the underlying epistemic process of the Investigative Science Learning Environment [4]. They work in groups, discuss and argue their opinions and solutions and share their consensus with the rest of the class using white boards
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