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001 9780750355681
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020 _a9780750355681
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024 7 _a10.1088/978-0-7503-5568-1
_2doi
035 _a(CaBNVSL)thg00083943
035 _a(OCoLC)1438951542
040 _aCaBNVSL
_beng
_erda
_cCaBNVSL
_dCaBNVSL
050 4 _aQC30
_b.E755 2024eb
072 7 _aJNT
_2bicssc
072 7 _aEDU029030
_2bisacsh
100 1 _aEtkina, Eugenia,
_eauthor.
_997029
245 1 4 _aThe investigative science learning environment :
_ba guide for teacher preparation and professional development /
_cEugenia Etkina, Gorazd Planinsic.
264 1 _aBristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK) :
_bIOP Publishing,
_c[2024]
300 _a1 online resource (various pagings) :
_billustrations (some color).
336 _atext
_2rdacontent
337 _aelectronic
_2isbdmedia
338 _aonline resource
_2rdacarrier
490 1 _a[IOP release $release]
490 1 _aIOP ebooks. [2024 collection]
500 _a"Version: 20240501"--Title page verso.
504 _aIncludes bibliographical references.
505 _a1. 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)
505 8 _a2. 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)
505 8 _a3. 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
505 8 _a4. 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?)
505 8 _a5. 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
505 8 _a6. 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
505 8 _a7. 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
505 8 _a8. 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.
506 _aFull-text restricted to subscribers or individual document purchasers.
520 3 _aThe 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.
521 _aEducators 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.
530 _aAlso available in print.
538 _aMode of access: World Wide Web.
538 _aSystem requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.
545 _aEugenia 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.
588 _aTitle from PDF title page (viewed on June 1, 2024).
650 _aPhysics teachers
_xTraining of.
_997030
650 _aPhysics
_xStudy and teaching.
_970911
650 _aCurriculum planning.
_957243
650 7 _aTeaching skills & techniques.
_2bicssc
650 7 _aEDUCATION / Teaching / Subjects / Science & Technology.
_2bisacsh
_996556
700 1 _aPlanin�esi�ec, G.
_q(Gorazd),
_eauthor.
_997031
710 2 _aInstitute of Physics (Great Britain),
_epublisher.
_917702
776 8 _iPrint version:
_z9780750355667
_z9780750355698
830 0 _aIOP (Series).
_pRelease 24.
830 _aIOP ebooks.
_p2024 collection.
856 4 _uhttps://iopscience.iop.org/book/mono/978-0-7503-5568-1
942 _cE-Books
999 _c68490
_d68490