Improving scientific abilities through lab report revision in a high school investigative science learning environment classroom

Abstract

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] National organizations set goals of engaging students in experimentation and authentic scientific reasoning while developing normative concepts to help them develop essential skills and competencies necessary to succeed in our rapidly changing world. One framework that meets these goals is the investigative science learning environment (ISLE) approach to teaching and learning physics. While studies have been conducted on student development of scientific abilities in ISLE-based classrooms, little is known about how formative assessment helps promote student growth in this setting. This paper presents on the findings from an empirical study on how the revision of written laboratory reports positively impacts first-year high school student development of scientific abilities in an ISLE-approach classroom. We argue that the opportunity to revise written work provides students with additional exposures that are necessary to support their scientific ability development. Furthermore, we explore positive correlations between student involvement in the collaborative writing process and attitudes regarding experimental physics.