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Exploring active learning in physics with ISLE-based modules in high school

Eugenio Tufino, Pasquale Onorato, Stefano Oss

TL;DR

The paper investigates integrating the Investigative Science Learning Environment (ISLE) with iOLab digital devices to foster active, inquiry-based learning in Italian high school physics. Using a mixed-methods design, the study implements ISLE-based modules (including Newton's laws and DC circuits) and evaluates engagement, conceptual understanding, and technical skills through pre/post surveys, a final assessment, and self-reported sub-abilities. Findings indicate generally positive student engagement and meaningful self-perceived gains in scientific abilities, with stronger effects in classes that had longer instructional time, though the absence of a control group and short intervention duration limit causal conclusions. The work demonstrates the feasibility and potential pedagogical benefits of combining ISLE with standardized digital lab tools in non-US contexts, suggesting that extended, integrated implementations could yield deeper learning gains over time.

Abstract

This study presents a case study of active learning within the Investigative Science Learning Environment (ISLE), using the iOLab digital devices. We designed a pilot lab format to enhance student engagement and understanding through direct experimentation, taking advantage of the multifunctional capabilities of the iOLab devices. This paper evaluates the pedagogical effectiveness of integrating ISLE with digital tools for data collection and analysis in physics experiments. The initial findings provide insights into the pedagogical benefits and logistical considerations of using such technologies in a laboratory setting. Although no direct comparison with traditional teaching methods has been made, the observed student engagement and feedback suggest a positive impact on learning outcomes, even within the constraints of the short duration of the interventions.

Exploring active learning in physics with ISLE-based modules in high school

TL;DR

The paper investigates integrating the Investigative Science Learning Environment (ISLE) with iOLab digital devices to foster active, inquiry-based learning in Italian high school physics. Using a mixed-methods design, the study implements ISLE-based modules (including Newton's laws and DC circuits) and evaluates engagement, conceptual understanding, and technical skills through pre/post surveys, a final assessment, and self-reported sub-abilities. Findings indicate generally positive student engagement and meaningful self-perceived gains in scientific abilities, with stronger effects in classes that had longer instructional time, though the absence of a control group and short intervention duration limit causal conclusions. The work demonstrates the feasibility and potential pedagogical benefits of combining ISLE with standardized digital lab tools in non-US contexts, suggesting that extended, integrated implementations could yield deeper learning gains over time.

Abstract

This study presents a case study of active learning within the Investigative Science Learning Environment (ISLE), using the iOLab digital devices. We designed a pilot lab format to enhance student engagement and understanding through direct experimentation, taking advantage of the multifunctional capabilities of the iOLab devices. This paper evaluates the pedagogical effectiveness of integrating ISLE with digital tools for data collection and analysis in physics experiments. The initial findings provide insights into the pedagogical benefits and logistical considerations of using such technologies in a laboratory setting. Although no direct comparison with traditional teaching methods has been made, the observed student engagement and feedback suggest a positive impact on learning outcomes, even within the constraints of the short duration of the interventions.
Paper Structure (11 sections, 5 figures, 2 tables)

This paper contains 11 sections, 5 figures, 2 tables.

Table of Contents

  1. Introduction
  2. Our integrated approach: ISLE methodology and new digital technologies
  3. Implementing Learning Goals
  4. Overview of the modules
  5. Newton's Laws Applications for 11th grade students
  6. DC circuit
  7. Methods and data collection
  8. Results and discussion
  9. Student Perception of the Lab experience
  10. Learning Goals Assessments
  11. Conclusions

Figures (5)

  • Figure 1: (a) Acceleration measured using the iOLab device sliding on a table. The highlighted area corresponds to the segment where only static friction is present ($\mu$ represents the average acceleration in this segment, $\sigma$ the standard deviation). (b) Acceleration (using the wheel sensor) and tension (using the force sensor) measured in the setup of the modified Atwood machine. (c) A group of students carrying out the experiment with the modified Atwood machine.
  • Figure 2: This figure represents the ranking exercise provided by the textbook Etkina2019PEarsonBook. Three circuits with identical bulbs and emf sources are shown. The task required students to rank the circuits based on the ammeter readings, from the largest current to the smallest.
  • Figure 3: (a) An incandescent bulb mounted on a customised wooden stand for student experiments. (b) Students actively involved in the experimental task, exploring the basics of DC circuits. (c) Examples of student explanations and results presented on whiteboards after the investigation.
  • Figure 4: Stacked bar plots representing students'responses of all classrooms to three key questions of the pre-survey.
  • Figure 5: Percentage distribution of students' proficiency levels across three assessment dimensions—'ISLE process,' 'Conceptual knowledge,' and 'Technical skills'—as evaluated in the final test. Figure (a) shows results for three 11th grade classes (N=56), and Figure (b) for two 12th grade classes (N=44). Proficiency levels are categorized as 0 (missing), 1 (inadequate), 2 (needs improvement), and 3 (near mastery).