TY  - BOOK
AU  - Etkina,Eugenia
AU  - Planin�esi�ec,G.
ED  - Institute of Physics (Great Britain),
TI  - The investigative science learning environment: a guide for teacher preparation and professional development 
T2  - [IOP release $release]
SN  - 9780750355681
AV  - QC30 .E755 2024eb
PY  - 2024///]
CY  - Bristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK)
PB  - IOP Publishing
KW  - Physics teachers
KW  - Training of
KW  - Physics
KW  - Study and teaching
KW  - Curriculum planning
KW  - Teaching skills & techniques
KW  - bicssc
KW  - EDUCATION / Teaching / Subjects / Science & Technology
KW  - bisacsh
N1  - "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; 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
N2  - 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
UR  - https://iopscience.iop.org/book/mono/978-0-7503-5568-1
ER  -