This study evaluated a new Integrated Science Learning Environment (ISLE) that bridged the gaps between the traditionally separate classroom, field trip, and information technology milieus. The ISLE model involves a multi-faceted design to address the three basic forms of learning: acquisition of knowledge, change in emotions or feelings, and gain in physical or motor actions or performance. A holistic approach to teaching at the university level encompassed a step-wise, cumulative strategy that reinforced all scales of the Constructivist Learning Environment Survey (Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation) and minimised the potentially detrimental effects of information overload and non-linear processing. By addressing individuals and recognising limitations, the same conceptual and logistical frameworks were applied to teachers and to students uniformly in the classroom and in the field. This key factor of the ISLE program broadened all participants’ horizons and enabled them to see their role within the ‘big picture’. Thus, the common elements (knowledge) and basic components (understanding) in each realm became evident and the power of transfer for both content and concept was realised. A process approach to information technology provided a logical and meaningful mechanism for continuously scaling the program perspective from the classroom setting to the unique global environment of the World Wide Web. The final product of the ISLE program (virtual field trip) was constructed by linking the elements common to the supporting learning environments (university classroom, field trip, and information technology) at their basic levels: newness, massiveness, and appropriateness. / A combination of qualitative methods and quantitative measures provided insight into the field trip milieu and evaluation of the near- and far-term effects of exposure to constructivist pedagogy answering the general question of whether changing teachers’ learning environments might affect a change in their respective students’ learning environments. Quantitative assessment through learning environment dimensions, attitude scales, and concept map analyses was supported by qualitative data derived from reflective field journals, interviews, and observations to investigate the impact of the emergent model. Data were collected from classroom teachers and their students to assess the impact of the ISLE program in terms of promoting a constructivist classroom learning environment, teachers’ attitudes toward information technology, and teachers’ conceptual development. School teacher and student subgroups were compared in terms of the teachers’ university/field trip program experience and content background. To this end, three new versions of the Constructivist Learning Environment Survey (CLES) were shown to be valid and useful in secondary schools and graduate university courses in Texas. Data from 1079 students in 59 classes in north Texas were subjected to principal components factor analysis confirmed the factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups for the comparative student form (CLES-CS). Descriptive statistics supported the usefulness of the comparative teacher (CLES-CT) and adult (CLES-A) forms. Administration of these versions of the same instrument was used to characterise the learning environment of the ISLE university/field trip program, as well as the public/private school classrooms. / Further analysis and interpretation of these data suggest that the ISLE program was effective in terms of the degree of implementation of constructivist teaching approaches in the teachers’ school classrooms as assessed by teachers’ perceptions of the learning environment of their current classroom environment relative to other classes taught by them previously and students’ perceptions of the learning environment of their classroom environment relative to classes taught by other teachers in their school classrooms. Additional data suggest that the ISLE program was effective in terms of teachers’ perceptions of the university/field trip learning environment; changes in teachers’ attitudes to information technology; and teachers’ conceptual development. When an ANOVA was used to compare students’ perceptions of THIS and OTHER classes, statistically significant differences were found for some CLES scales. In particular, students whose teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other teachers in the same schools (OTHER). From a practical point of view, this study documents a new model for improving learning and understanding in the field of education, specifically science education. Participation in the ISLE program provided a tangible opportunity for teachers to gain organised knowledge to make practical changes in their school classrooms. From a research point of view, this study makes a unique contribution to the field of learning environments by evaluating a comprehensive professional development program that used information technology to initiate teacher change from the central perspective of the learning environment. / Development and validation of the CLES-CS contributes to a useful range of instruments for a variety of classroom contexts within the burgeoning field of learning environments research. The real world is where theory and practice come together and science becomes relevant, making sense that leads to understanding. The conceptual and logistical frameworks of the ISLE model seamlessly merged theory and practice with science and education through effective applications of information technology to create a rich learning environment. Virtual field trips, based on the ISLE model, can enable the principles of student-centred inquiry and constructivism to be practised for the benefit of all styles and ages of lifelong learners.

The purpose of this study was to investigate the impact of using novel demonstrations and hands-on activities on promoting student interest and positive perception of learning environment. Thirty-six 8th graders participated in the experimental group in which they were involved in prediction-observation-explanation of discrepant events or novel hands-on activities for 14 weeks. Their interest of learning science and perception of learning environment were compared with that of a control group, which also consisted of 36 8th graders in the same school. The results of the analysis of covariance revealed that the experimental group outperformed the control group on both instruments documenting students¡¦ level of interest in learning science and their perception of learning environment. The post-treatment interview results further consolidated the quantitative finding of the experimental group students¡¦ significant progress on their emotions of learning science.

The purpose of this paper was to analyse how the ISLE method and the TV-show theMythbusters correspond to one another, to the Swedish upper secondary physics curriculum andPopper’s philosophy about research methods.The study aims to respond to the following research questions: 1. How do the structures of the Mythbusters and ISLE relate to one another? 2. What are the possibilities and potential benefits and drawbacks of implementingISLE with a Mythbusters approach in physics education? 3. To what extent do the Mythbusters and ISLE approaches present natural sciencepractices that are in line with Popper’s view of the nature of science? The paper shows that the structures of the Mythbusters and ISLE approaches to teaching andproblem solving relate via their focus upon scientific methods. Both give, to some degree, thepeople that interact with them confidence and tools to be able to analyse events they observe.The analysis found some isolated parts of correspondence between the Mythbusters andPopper’s view of nature and science. ISLE, however, is pervaded by Popper’s ideas of scientificmethods, where the main assumption is that you cannot prove anything, you may only try tofalsify it and thereby give the hypothesis a higher corroboration.Even though the creator of ISLE motivates the reasoning of choosing the falsification andcorroboration as main ingredients in a way that differs from Popper’s arguments, its essence ofthe concepts is still there.If an instructor were to include the Mythbusters, with for example using myths that the showtreated as an hypothesis, when implementing ISLE in a physics education course, the coursewould correspond quite well will Karl Popper’s idea of falsification and corroboration. It is alsogiven an implication that the students perform better when the TV-show is used as tool to learnabout scientific methods. The inclusion of Mythbusters as a resource for learning can serve as abridge between popular culture, everyday phenomena and school physics, which can potentiallyhave a positive impact on student motivation.

Först ges en beskrivning av undervsiningsfilosofin Investigative Science Learning Environment (ISLE) och research-based assessment instruments (RBAIerna) CLASS och ECLASS, följt av en översättning till svenska av RBAIerna. En analys skedde sedan av hur svaren till påståendena i RBAIerna (pre- vs post-) förväntas ändras om en ISLE-baserad undervisning ges. I analysen försökte jag koppla påståendena till någon eller några av de sex vetenskapliga förmågorna och deras tillhörande bedömningsmatriser, vilka nu är en integrerad komponent i ISLE filosofin, men som ursprungligen utvecklades av Rutgers Physics and Astronomy Education (PAER) group. Jag använde även litteratur om ISLE och textboken "College Physics: Explore and Apply", vilken används i ISLEbaserade kurser, för att analysera påståendena. Resultatet blev att en majoritet av alla påståenden - 72\% av CLASS- och 77\% av ECLASSpåståendena - bör besvaras mer expertlikt efter en ISLE-baserad undervisning än innan. Ett påstående i CLASS, vilket motsvarar 3\% av påståendena i enkäten bedömdes även besvaras mindre expertlikt och resterande kunde jag inte, utifrån min analysmetod förutsäga om de skulle besvaras mindre, lika eller mer expertlikt. Efter analysen och undersökningar av tidigare studier om studenters prestationer på CLASS- och ECLASSenkäterna, formulerades en förutsägelse att en ISLE-baserad undervisning bör leda till att elever svarar mer expertlikt än om de undervisas traditionellt. En pilotstudie av den svenska översättningen genomfördes sedan på elever inom olika utbildningsnivåer mellan gymnasie- och doktorandnivå. Resultatet analyserades och jämfördes med tidigare forskning i andra länder, även om både skillnader och likheter kunde hittas var det svårt att dra några generella slutsatser på grund av få svarande i min studie. / A description of the teaching philosophy Investigative Science Learning Environment (ISLE) and the research-based assessment instruments (RBAIs) CLASS and ECLASS are given, followed by a translation of the RBAIs into Swedish. An analysis is then made of how the answers to the RBAIs (pre- vs. post-) are expected to change if students take an ISLE-based physics course. In the analysis, I tried to connect the statements to one or more of the six scientific abilities and their associated rubrics, which are now a component of the ISLE philosophy but are originally developed by the Rutgers Physics and Astronomy Education (PAER) group. I did also use literature about ISLE and the textbook “College Physics: Explore and Apply” which is used in ISLE based courses, to analyze the statements. I found that that the majority of the statements - 72 \% in CLASS and 77 \% in ECLASS – are expected to be answered in a more expert-like way after an ISLE-based course. One statement in CLASS, which corresponds to 3 \% of the statements in the survey, is expected to be answered in a less expert-like way. For the rest of the statements I could not predict, using my method of analysis, if they would be answered less, equally or more expert-like.  After performing the analysis and examining the existing research literature on student performance on CLASS and ECLASS surveys, a prediction that ISLE-based teaching should lead to more expert-like answers than traditional teaching is formulated. Results from a recent empirical study done in the US, published after my analysis was complete, appear to be in agreement with the prediction that follows from my analysis. A pilot study of the Swedish translations of CLASS and ECLASS was also performed on students at different educational levels, ranging from upper secondary to doctoral level. The results were analyzed and compared to previous research in other countries. Although both differences and similarities could be found, it was not possible to draw any general conclusions due to the small number of respondents in my study.