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Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices?
2. E. Etkina and A. Van Heuvelen, “ Investigative science learning environment—A science process approach to learning physics,” in Research-Based Reform of University Physics, Vol. 1, edited by Edward F. Redish and Pat J. Cooney ( AAPT, College Park, MD, 2007), per-central.org/per_reviews/media/volume1/ISLE-2007.pdf
3. M. Poklinek-Cancula, G. Planinsic, and E. Etkina, “ Analyzing patterns in experts' approaches to solving experimental problems,” Am. J. Phys. 83(4), 366–374 (2015).
4. E. Etkina, G. Planinsic, and M. Vollmer, “ A simple optics experiment to engage students in scientific inquiry,” Am. J. Phys. 81(11), 815–822 (2013).
5.A few sources that discuss this issue are S. Duggan and R. Gott, “ What sort of science education do we really need?,” Int. J. Sci. Educ. 24(7), 661–679 (2002);
5. P. Chin, H. Munby, N. L. Hutchinson, J. Taylor, and F. Clark, “ Where's the science? Understanding the form and function of workplace science,” Reconsider. Sci. Learn. 118–134 (2004).
6.NGSS Lead States, Next Generation Science Standards: For States, By States ( National Academies Press, Washington, DC, 2013). Science practices: Asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information
7.P. Laws, “ Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses,” Am. J. Phys. 65(1), 14–21 (1997);
7. J. Jackson, L. Dukerich, and D. Hestenes, “ Modeling instruction: An effective model for science education,” Sci. Educ. 17(1), 10–17 (2008);
7. F. Goldberg, E. Price, S. Robinson, D. Boyd-Harlow, and M. McKean, “ Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments,” Phys. Rev. ST-PER 8(1), 010121-1–24 (2012).
10. E. Etkina, M. Gentile, and A. Van Heuvelen, College Physics ( Pearson, San Francisco, 2014).
11. R. White and R. Gunstone, Probing Understanding ( The Falmer Press, London, 1992), pp. 44–65.
13. E. Etkina, A. Van Heuvelen, S. White-Brahmia, D. T. Brookes, M. Gentile, S. Murthy, D. Rosengrant, and A. Warren, “ Scientific abilities and their assessment,” Phys. Rev. ST-PER 2(2), 020103-1–15 (2006).
15. J. Zull, The Art of Changing the Brain ( Stylus Publishing, Sterling, VA, 2002).
17. D. P. Maloney, T. L. O'Kuma, C. J. Hieggelke, and A. Van Heuvelen, “ Surveying students' conceptual knowledge of electricity and magnetism,” Am. J. Phys. 69(S1), S12–S23 (2001).
18. R. R. Hake, “ Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66(1), 64–74 (1998).
21. E. Etkina, A. Karelina, and M. Ruibal Villasenor, “ Studying transfer of scientific reasoning abilities,” in 2006 Physics Education Research Conference, Vol. 883, 2007.
22. E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. E. Hmelo-Silver, “ Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories,” J. Learn. Sci. 19(1), 54–98 (2010).
23. D. Brookes, private communication, July 2014.
24. D. B. May and E. Etkina, “ College physics students' epistemological self-reflection and its relationship to conceptual learning,” Am. J. Phys. 70(12), 1249–1258 (2002).
25. E. Etkina and A. Van Heuvelen, “ Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics,” in Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 2001, pp. 17–21.
27. E. Etkina, T. Matilsky, and M. Lawrence, “ Pushing to the edge: Rutgers astrophysics institute motivates talented high school students,” J. Res. Sci. Teach. 40(10), 958–985 (2003).
28. D. Demaree and Y. Lin, “ Assessing ISLE labs as an enhancement to traditional large-lecture courses at the Ohio State University,” in 2005 Physics Education Research Conference, 2006, vol. 818, pp. 105–108;
28. K. Visnjic
, C. Sealfon
, E. Laffey
, and C. Riihimaki
, “ ISLE-inspired Pilot Program at Princeton University
,” Bull. Am. Phys. Soc. 59
). Abstract ID: BAPS.2014.MAS.H6.2; available at http://meetings.aps.org/link/BAPS.2014.MAS.H6.2
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This article is a written version of my acceptance speech upon receiving the Millikan Medal at the 2014 Summer AAPT meeting. In the talk I shared an approach to learning and teaching physics that engages students learning introductory physics in the processes that physicists use to construct physics concepts, physical quantities, and equations, as well as to solve problems. This article describes the origins of the method, its characteristic features, research on its implementation, and available resources.
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