PERC 2020 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | The long-term effects of learning in an ISLE approach classroom |
|---|---|
| Abstract: | This paper reports on a study of long-term effects of the Investigative Science Learning Environment (ISLE) on physics high school students. Students learning physics through the ISLE approach engage in collaborative activities that mirror the practice of physics to construct concepts and apply them to solving practical problems. Previous studies of learning in the ISLE-based classrooms showed that the students develop abilities to design experiments, collect and represent data, communicate and many others. However, there were no follow up studies that would demonstrate that the students remember and use those abilities in their future education and professional careers. We administered a survey to alumni who learned physics in an ISLE-based classroom to find out what they remember many years after taking the course as well as if they find their physics learning useful for future education and careers. We report on the findings from this study. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | 3.J1 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Danielle Bugge Rutgers University |
| Co-Author(s) and Co-Presenter(s) |
Eugenia Etkina, Rutgers University |
