Speaker
Description
Physics educators must develop students' scientific abilities through structured inquiry while engaging them in authentic applications—yet integrating these goals remains challenging. This practitioner action research examines the implementation of a two-phase model across 3.5 years in a Career and Technical Education high school (140 students annually across Earth and Space Science, Honors Physics, AP Physics 1), where students possess strong hands-on skills but variable mathematical preparation.
Phase one employed Investigative Science Learning Environment (ISLE) guided inquiry to develop experimental design, data analysis, and collaboration abilities. Phase two applied these through authentic projects: Trout in the Classroom ecological monitoring, extended physics investigations and engineering projects, and extracurricular activities (Envirothon, Rocket Design).
Three major challenges emerged: prerequisite skill gaps requiring explicit instruction (mathematics, spreadsheet analysis), collaborative learning difficulties (communication, task distribution), and substantial time demands requiring flexible timelines for iterative troubleshooting and diagnostic feedback. Starting with ISLE to build a strong physics foundation, students can more successfully engage in project-based learning in physics and other science projects in the classroom, ultimately applying these skills to their daily lives.
