08613nam a2200733 i 4500 9780750355681 IOP 20251030124829.0 m eo d cr cn |||m|||a 240601s2024 enka fob 000 0 eng d 9780750355681 ebook 9780750355674 mobi 9780750355667 print 9780750355698 myPrint 10.1088/978-0-7503-5568-1 doi (CaBNVSL)thg00083943 (OCoLC)1438951542 CaBNVSL eng rda CaBNVSL CaBNVSL QC30 .E755 2024eb JNT bicssc EDU029030 bisacsh Etkina, Eugenia, author. 97029 The investigative science learning environment : a guide for teacher preparation and professional development / Eugenia Etkina, Gorazd Planinsic. Bristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK) : IOP Publishing, [2024] 1 online resource (various pagings) : illustrations (some color). text rdacontent electronic isbdmedia online resource rdacarrier [IOP release $release] IOP ebooks. [2024 collection] "Version: 20240501"--Title page verso. Includes bibliographical references. 1. Introduction -- 1.1. Introduction to the introduction -- 1.2. About the authors -- 1.3. What can you learn about the ISLE approach in the first book, Investigative science learning environment : when learning physics mirrors doing physics? -- 1.4. What will you find and what will you not find in this book? -- 1.5. Interlude : ISLE and multiple representations (by Eugenia and Gorazd) 2. Dispositions, knowledge, and skills of teachers and their relationship to teaching physics through the ISLE approach -- 2.1. ISLE and dispositions -- 2.2. ISLE and knowledge -- 2.3. ISLE and skills -- 2.4. Interlude : habits which are the missing link to the implementation of the ISLE approach (by Eugenia) 3. Habits of physics teachers -- 3.1. What are habits? -- 3.2. Habits of mind -- 3.3. Habits of practice -- 3.4. Habits of maintenance and improvement -- 3.5. Interlude : Eugenia and Gorazd on habits and routines 4. ISLE and the development of physics habits of mind -- 4.1. Treating physics as a process and not as a set of rules -- 4.2. Noticing physics everywhere -- 4.3. Approaching problems as an expert -- 4.4. Treating mathematics in a physics way -- 4.5. Interlude by Eugenia : History of physics, physics habits of mind, physics teacher preparation, and professional development (why should physics teachers know where physics rules come from?) 5. ISLE and the development of physics teacher habits of mind and practice -- 5.1. Development of inductive and hypothetico-deductive reasoning -- 5.2. Documenting physical phenomena in the outside world -- 5.3. Treating students' ideas as resources for the development of normative concepts, not as misconceptions that need to be weeded out -- 5.4. Recognizing experimentally testable student ideas and knowing how to test student ideas -- 5.5. Applying systems reasoning to the analysis of physical phenomena -- 5.6. Choosing the right language -- 5.7. Interlude Eugenia on motivation 6. ISLE and development of routines -- 6.1. Positioning students, group work, developing accountability -- 6.2. Setting up experimental work for the students -- 6.3. Reflecting -- 6.4. Questioning techniques -- 6.5. Responding (or not) to students' questions -- 6.6. Setting up assessment routines -- 6.7. Homework--to assign or not to assign? -- 6.8. Reading textbooks -- 6.9. Interlude : Gorazd about recognizing multiple levels of complexity in a specific physics experiment 7. Organizing ISLE-based teacher preparation programs for the development of habits of mind and practice -- 7.1. The importance of coherence and duration in the program -- 7.2. Course work -- 7.3. Clinical practice -- 7.4. Assessment -- 7.5. The role of a community in the development of habits -- 7.6. Interlude by Bor Gregorcic : AI and the learning of physics 8. Success stories in the development of habits -- 8.1. Who are the authors of the stories? -- 8.2. June Lee's story -- 8.3. Allison Daubert's story -- 8.4. Danielle Bugg�e's story -- 8.5. Josh Rutberg's story -- 8.6. Reflection -- 9. Summary. Full-text restricted to subscribers or individual document purchasers. The Investigative Science Learning Environment (ISLE) approach is a teaching system in which students learn physics using processes that mirror scientific practice. As a sequel to Investigative Science Learning Environment: When learning physics mirrors doing physics (Etkina, Brookes, and Planinsic (2019)), this book systematically discusses how to use the ISLE approach to help teachers (prospective and present) develop productive habits of mind and practice that will allow them to prepare their students for success in the 21st century. The book contains theoretical explanations, practical suggestions, and exciting physics examples and problems that can be used in any physics teacher preparation program or a professional development workshop, whether the ISLE approach is adopted or not. Educators teaching physics methods courses for trainee physics teachers. These courses are taught at graduate level in universities e.g. PGCE in the UK. The book will allow educators to set up their own programs for teacher preparation. Also available in print. Mode of access: World Wide Web. System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader. Eugenia Etkina is Emerita Distinguished Professor of Science Education, Rutgers, The State University of New Jersey. She is a co-founder of the ISLE approach. Eugenia designed and coordinated one of the largest programs in physics teacher preparation in the United States. She is the lead author of the textbook College Physics: Explore and Apply, the Active Learning Guide and the Instructor Guide. She is a recipient of the 2014 Millikan Medal of the American Association of Physics Teachers (AAPT), awarded to educators who have made significant contributions to teaching physics, and is a fellow of the AAPT. Eugenia has conducted over 200 workshops for physics instructors and published over 100 peer-refereed research articles. She created and manages a community of physics educators on Facebook 'Exploring and applying Physics', dedicated to the spreading of the ISLE approach (over 2500 members from all over the world). Gorazd Planinsic is a Professor of Physics at the University of Ljubljana, Slovenia. He has a PhD in physics from the University of Ljubljana. Since 2000, he has led the Physics Education program, which prepares almost all high school physics teachers in the country of Slovenia. He started his career in MRI physics and later switched to physics education research. During the last 10 years, his work has mostly focused on the research of new experiments and how to use them more productively in teaching and learning physics. He is co-founder of the Slovenian hands-on science center House of Experiments. Professor Planinsic is co-author of more than 80 peer-refereed research articles and more than 20 popular science articles, a co-author of College Physics: Explore and Apply and the Active Learning Guide, and the author of a Slovenian university textbook for future physics teachers. He is a recipient of a GIREP medal for his contributions in Physics Education and a fellow of the IOP. Title from PDF title page (viewed on June 1, 2024). Physics teachers Training of. 97030 Physics Study and teaching. 70911 Curriculum planning. 57243 Teaching skills & techniques. bicssc EDUCATION / Teaching / Subjects / Science & Technology. bisacsh 96556 Planin�esi�ec, G. (Gorazd), author. 97031 Institute of Physics (Great Britain), publisher. 17702 Print version: 9780750355667 9780750355698 IOP (Series). Release 24. IOP ebooks. 2024 collection. https://iopscience.iop.org/book/mono/978-0-7503-5568-1 E-Books 68490 68490