Constructivist School Physics Labs: Integrating Inquiry, Collaboration, and Student-Driven Experimentation
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| Title: | Constructivist School Physics Labs: Integrating Inquiry, Collaboration, and Student-Driven Experimentation |
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| Language: | English |
| Authors: | Mihail Calalb (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Constructivism (Learning), Science Education, Physics, Science Laboratories, Science Process Skills, Cooperative Learning, Science Experiments, Laboratory Training, Effect Size, Student Centered Learning, Instructional Design, Authentic Learning, Educational Benefits |
| Abstract: | Traditional school physics labs often emphasize procedural correctness over fostering deep conceptual understanding and scientific reasoning. This paper presents a constructivist model for physics laboratory instruction, integrating three key dimensions: Collaborative Inquiry and Problem Framing, Experimental Design and Open-Ended Investigation, and Knowledge Construction Through Peer Interaction. These dimensions align with three fundamental educational values: Epistemic Agency (student ownership of learning), Structured-Openness (balancing scaffolding and autonomy), and Distributed Cognition (learning through collaborative discourse). To bridge the gap between constructivist principles and classroom practice, we align this model with the 5E instructional framework (Engage, Explore, Explain, Elaborate, Evaluate). A structured mapping illustrates how inquiry, collaboration, and student-driven investigation can be embedded within each phase, ensuring both cognitive engagement and co-construction of knowledge. The case study, based on the results of implementing the constructivist laboratory model over the course of one year, demonstrates the clear impact of the method, with an effect size of 0.62. This result positions the developed model among instructional strategies based on collaborative learning, problem-solving, and metacognition. The model offers a pathway to transforming school physics labs into dynamic, student-centered environments where learners actively shape their learning process. We outline practical design principles for implementing constructivist labs, emphasizing effective scaffolding strategies, open-ended inquiry, and balancing guidance with learner autonomy. While assessment in constructivist settings remains challenging, we briefly discuss approaches for evaluating students' conceptual understanding and engagement in epistemic practices. This paper contributes to Physics Education Research (PER) by providing a structured yet flexible framework for redefining school laboratory instruction, fostering both conceptual depth and scientific agency. The proposed model holds implications for curriculum reform, teacher training, and future research on inquiry-based, collaborative learning in physics education. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679003 |
| Database: | ERIC |
| Abstract: | Traditional school physics labs often emphasize procedural correctness over fostering deep conceptual understanding and scientific reasoning. This paper presents a constructivist model for physics laboratory instruction, integrating three key dimensions: Collaborative Inquiry and Problem Framing, Experimental Design and Open-Ended Investigation, and Knowledge Construction Through Peer Interaction. These dimensions align with three fundamental educational values: Epistemic Agency (student ownership of learning), Structured-Openness (balancing scaffolding and autonomy), and Distributed Cognition (learning through collaborative discourse). To bridge the gap between constructivist principles and classroom practice, we align this model with the 5E instructional framework (Engage, Explore, Explain, Elaborate, Evaluate). A structured mapping illustrates how inquiry, collaboration, and student-driven investigation can be embedded within each phase, ensuring both cognitive engagement and co-construction of knowledge. The case study, based on the results of implementing the constructivist laboratory model over the course of one year, demonstrates the clear impact of the method, with an effect size of 0.62. This result positions the developed model among instructional strategies based on collaborative learning, problem-solving, and metacognition. The model offers a pathway to transforming school physics labs into dynamic, student-centered environments where learners actively shape their learning process. We outline practical design principles for implementing constructivist labs, emphasizing effective scaffolding strategies, open-ended inquiry, and balancing guidance with learner autonomy. While assessment in constructivist settings remains challenging, we briefly discuss approaches for evaluating students' conceptual understanding and engagement in epistemic practices. This paper contributes to Physics Education Research (PER) by providing a structured yet flexible framework for redefining school laboratory instruction, fostering both conceptual depth and scientific agency. The proposed model holds implications for curriculum reform, teacher training, and future research on inquiry-based, collaborative learning in physics education. [For the complete proceedings, see ED678959.] |
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