Eugenia Etkina and
The paper describes a study of students' reflections on their learning in the Investigative Science Learning Environment (ISLE). ISLE was implemented in two freshmen introductory physics courses for engineering students at risk. Weekly Reports -- structured journals -- were a part of their homework assignments. We found that a thorough reflection on their reasoning based on experimental evidence had a positive effect on student performance. However a surprising finding was that learning from authority was beneficial as well. This result is in contradiction to a similar study conducted by May and Etkina in 2001 in a freshmen course for honors engineering students. The current study therefore suggests that instructors should encourage different ways of knowledge construction when dealing with different student populations.
Published September 9, 2004
Last Modified July 7, 2013
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