The paper describes a study of students' reflections on their learning in the Investigative Science Learning Environment (ISLE). ISLE was implemented in two freshmen introductory physics courses for engineering students at risk. Weekly Reports — structured journals — were a part of their homework assignments. We found that a thorough reflection on their reasoning based on experimental evidence had a positive effect on student performance. However a surprising finding was that learning from authority was beneficial as well. This result is in contradiction to a similar study conducted by May and Etkina in 2001 in a freshmen course for honors engineering students. The current study therefore suggests that instructors should encourage different ways of knowledge construction when dealing with different student populations.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Education Foundations,Undergraduate (Lower Division),Physics Education Research,Assessment,educational institutions,Graduate/Professional,General Physics,Higher Education,PERC 2003,Learning Theory,Physics,knowledge construction,human factors,educational courses,Ecology, Forestry and Agriculture,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Geoscience,oai:nsdl.org:2200/20061003062943138T



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