Implementing an epistemologically authentic approach to student-centered inquiry learning

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching physics. ISLE, as a phi...

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Autores principales:	David T. Brookes, Eugenia Ektina, Gorazd Planinsic
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/1a66623ec7c04c72b1af917fa0b9ea28
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spelling	oai:doaj.org-article:1a66623ec7c04c72b1af917fa0b9ea282021-12-02T14:09:02ZImplementing an epistemologically authentic approach to student-centered inquiry learning10.1103/PhysRevPhysEducRes.16.0201482469-9896https://doaj.org/article/1a66623ec7c04c72b1af917fa0b9ea282020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020148http://doi.org/10.1103/PhysRevPhysEducRes.16.020148https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching physics. ISLE, as a philosophical approach to learning, has two core intentionalities: (i) We want students to learn physics by thinking like physicists; by engaging in knowledge-generating activities that mimic the actual practices of physics and using the reasoning tools that physicists use when constructing and applying knowledge. (ii) The way in which students learn physics should enhance their well being. These intentionalities form the basis upon which we build a bricolage of multiple theoretical perspectives. We will show how the ISLE approach and its implementation is shaped by (a) the epistemological commitments of physics, (b) the findings of cognitive science, (c) theories of learning communities, and (d) the perspective of universal design. We will present both qualitative and quantitative data that demonstrate the effectiveness of ISLE in helping students to achieve our intentionalities. We conclude with a call to curriculum developers and implementers to explicitly articulate their intentionalities and theoretical perspectives so that we may forge deeper connections between educational theories, curriculum development, and implementation.David T. BrookesEugenia EktinaGorazd PlaninsicAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020148 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 David T. Brookes Eugenia Ektina Gorazd Planinsic Implementing an epistemologically authentic approach to student-centered inquiry learning
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching physics. ISLE, as a philosophical approach to learning, has two core intentionalities: (i) We want students to learn physics by thinking like physicists; by engaging in knowledge-generating activities that mimic the actual practices of physics and using the reasoning tools that physicists use when constructing and applying knowledge. (ii) The way in which students learn physics should enhance their well being. These intentionalities form the basis upon which we build a bricolage of multiple theoretical perspectives. We will show how the ISLE approach and its implementation is shaped by (a) the epistemological commitments of physics, (b) the findings of cognitive science, (c) theories of learning communities, and (d) the perspective of universal design. We will present both qualitative and quantitative data that demonstrate the effectiveness of ISLE in helping students to achieve our intentionalities. We conclude with a call to curriculum developers and implementers to explicitly articulate their intentionalities and theoretical perspectives so that we may forge deeper connections between educational theories, curriculum development, and implementation.
format	article
author	David T. Brookes Eugenia Ektina Gorazd Planinsic
author_facet	David T. Brookes Eugenia Ektina Gorazd Planinsic
author_sort	David T. Brookes
title	Implementing an epistemologically authentic approach to student-centered inquiry learning
title_short	Implementing an epistemologically authentic approach to student-centered inquiry learning
title_full	Implementing an epistemologically authentic approach to student-centered inquiry learning
title_fullStr	Implementing an epistemologically authentic approach to student-centered inquiry learning
title_full_unstemmed	Implementing an epistemologically authentic approach to student-centered inquiry learning
title_sort	implementing an epistemologically authentic approach to student-centered inquiry learning
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/1a66623ec7c04c72b1af917fa0b9ea28
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Implementing an epistemologically authentic approach to student-centered inquiry learning

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