Implementing ISLE in Algebra-Based Physics: A Journey to Improve Student Learning and Beliefs about Learning Physics

Since the Fall of 2023, I have redesigned the pedagogy of the studio class (Algebra-based physics) to implement the Investigative Science Learning Environment (ISLE) [1] approach. This change aims to improve students' beliefs about physics, enhance their experimental skills, and support concept learning through research-based pedagogy. In this approach, students construct physics concepts and develop specific scientific process abilities.

I emphasize the following steps:

1) Presenting students with intriguing physical phenomena.

2) Encouraging students to collect data about the phenomena, identify patterns, and generate multiple explanations for why or how the phenomena occur.

3) Testing these explanations through one or more experimental trials.

4) Developing problem-solving skills with an emphasis on evaluation and reasoning.

5) Applying the established ideas to solve real-world problems.

This process is time-consuming, so I must be selective about the topics covered during the semester. Since most studio class students are life science majors, the second semester focuses on Energy, Vibration, Wave, Optics, Wave Optics, and Electricity. During the Spring Semester, I use the pre-post Wave Diagnostic Test (WDT) [2] to assess students' understanding of basic wave concepts. Additionally, I use the pre-post Colorado Learning Attitudes about Science Survey (CLASS) [3] to measure students' beliefs about physics and how these align with expert beliefs. I also invite experts to observe my class and gather student feedback to improve the course continuously. I analyze the data to determine if there are any improvements in their beliefs about learning physics and specific learning concepts.