home - login - register

Journal Article Detail Page

Journal of the Learning Sciences
written by Eugenia Etkina, Anna Karelina, Maria Ruibal-Villasenor, David Rosengrant, Rebecca Jordan, and Cindy E. Hmelo-Silver
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.
Journal of the Learning Sciences: Volume 19, Issue 1, Pages 54-98
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Curriculum Development
= Laboratory
- Learning Environment
Education - Basic Research
- Assessment
= Formative Assessment
- Learning Theory
= Cognitive Apprenticeship
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
non-digital
Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2010 Taylor & Francis Group, LLC
DOI:
10.1080/10508400903452876
Record Creator:
Metadata instance created May 30, 2012 by Lyle Barbato
Record Updated:
March 4, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 25, 2010
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver, J. Learn. Sci. 19 (1), 54 (2010), WWW Document, (http://dx.doi.org/10.1080/10508400903452876).
AJP/PRST-PER
E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver, Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories, J. Learn. Sci. 19 (1), 54 (2010), <http://dx.doi.org/10.1080/10508400903452876>.
APA Format
Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. (2010, January 25). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. J. Learn. Sci., 19(1), 54-98. Retrieved October 2, 2014, from http://dx.doi.org/10.1080/10508400903452876
Chicago Format
Etkina, E, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver. "Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories." J. Learn. Sci. 19, no. 1, (January 25, 2010): 54-98, http://dx.doi.org/10.1080/10508400903452876 (accessed 2 October 2014).
MLA Format
Etkina, Eugenia, Anna Karelina, Maria Ruibal-Villasenor, David Rosengrant, Rebecca Jordan, and Cindy Hmelo-Silver. "Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories." J. Learn. Sci. 19.1 (2010): 54-98. 2 Oct. 2014 <http://dx.doi.org/10.1080/10508400903452876>.
BibTeX Export Format
@article{ Author = "Eugenia Etkina and Anna Karelina and Maria Ruibal-Villasenor and David Rosengrant and Rebecca Jordan and Cindy Hmelo-Silver", Title = {Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories}, Journal = {J. Learn. Sci.}, Volume = {19}, Number = {1}, Pages = {54-98}, Month = {January}, Year = {2010} }
Refer Export Format

%A Eugenia Etkina
%A Anna Karelina
%A Maria Ruibal-Villasenor
%A David Rosengrant
%A Rebecca Jordan
%A Cindy Hmelo-Silver
%T Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories
%J J. Learn. Sci.
%V 19
%N 1
%D January 25, 2010
%P 54-98
%U http://dx.doi.org/10.1080/10508400903452876
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Etkina, Eugenia
%A Karelina, Anna
%A Ruibal-Villasenor, Maria
%A Rosengrant, David
%A Jordan, Rebecca
%A Hmelo-Silver, Cindy
%D January 25, 2010
%T Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories
%J J. Learn. Sci.
%V 19
%N 1
%P 54-98
%8 January 25, 2010
%U http://dx.doi.org/10.1080/10508400903452876


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials