Scientific reasoning
PUM is grounded in the logic of how scientific knowledge is generated, tested, revised, and applied.
Research & Publications
Grounded in decades of research and classroom practice.
PUM is informed by a substantial body of scholarship in physics education, scientific reasoning, teacher preparation, multiple representations, and mathematics learning in science contexts. The publications below reflect key ideas and research connected to the development of the PUM curriculum and the ISLE approach.
Research foundations
The ideas that shape PUM draw from work on how students learn physics, how scientific reasoning develops, and how instruction can support deeper conceptual and mathematical understanding. These publications provide a foundation for the design of the modules and the broader ISLE approach.
Multiple representations
Students learn to reason with words, diagrams, graphs, equations, and experiments in coordinated ways.
Mathematics in physics
The curriculum emphasizes the development of mathematical reasoning through meaningful physical contexts.
Publications
The list below follows the structure of the original PUM materials and preserves the bibliography as organized by Eugenia Etkina.
I. Publications about ISLE and its specific aspects as a methodological framework for learning and teaching physics
1. Etkina, E., Brookes D.T., & Planinsic, G. (2019). Investigative Science Learning Environment: When learning physics mirrors doing physics. Institute of Physics, Concise Publishing; Morgan and Claypool Publishers. DOI 10.1088/2053-2571/ab3ebd.
2. Etkina, E. & Planinsic, G. (2024). Investigative Science Learning Environment: A guide for teacher preparation and professional development. IOP Publishing Ltd.
3. Etkina, E. (2023). When learning physics mirrors doing physics. Physics Today, 76(10), 26–32.
4. Brookes, D. T., Etkina, E., & Planinsic, G. (2020). Implementing an epistemologically authentic approach to student-centered inquiry learning. Physical Review Physics Education Research, 16, 020148.
5. Etkina, E. (2015). Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices? American Journal of Physics, 83(8), 669–679.
6. Etkina, E., & Van Heuvelen, A. (2007). Investigative Science Learning Environment—A Science Process Approach to Learning Physics. In E. F. Redish & P. Cooney (Eds.), Research Based Reform of University Physics (AAPT).
7. Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D. T., Gentile, M., Murthy, S., Rosengrant, D., & Warren, A. (2006). Developing and assessing student scientific abilities. Physical Review Special Topics - Physics Education Research, 2, 020103.
8. Etkina, E. & Planinsic, G. (2014). Thinking like a scientist. Physics World, March, 48–51.
9. Poklinek Čančula, M., Planinsic, G., & Etkina, E. (2015). Analyzing patterns in experts' approaches to solving experimental problems. American Journal of Physics, 83(4), 366–374.
10. Etkina, E., Murthy, S., & Zou, X. (2006). Using introductory labs to engage students in experimental design. American Journal of Physics, 74, 979–982.
11. Etkina, E., Van Heuvelen, A., Brookes, D., & Mills, D. (2002). Role of experiments in physics instruction—A process approach. The Physics Teacher, 40(6), 351–355.
II. Research concerning students engaged in ISLE and learning in ISLE classrooms
12. Brookes, D. T., Wallace McK, Nelson, M., Karelina, A., Bohacek, P., Vonk, E., & Etkina, E. (2023). Comparing students' learning and development of scientific abilities with apparatus-based versus video-based experimentation. Physical Review Physics Education Research, 19, 020158.
13. Buggé, D., Rutberg, J., Ahmed, S. H., Zisk, R., & Jammula, D. (2023). Development of hypothetico-deductive skills in an ISLE-based lab taught by novice instructors. Physics Education, 58(3), 035013.
14. Buggé, D. (2023). Improving scientific abilities through lab report revision in a high school investigative science learning environment classroom. Physical Review Physics Education Research, 19, 020166.
15. Rutberg, J., Jammula, D., & Ahmed, S. (2023). Implementation of an Investigative Science Learning Environment-based laboratory course taught by novice instructors. Physical Review Physics Education Research, 19(2), 020153.
16. Karelina, A., Etkina, E., Bohacek, P., Vonk, M., Kagan, M., Warren, A., & Brookes, D. T. (2022). Comparing students’ flow states during apparatus-based versus video-based lab activities. European Journal of Physics, 43, 045701.
17. Rutberg, J., Malysheva, M., & Etkina, E. (2019). Impact of ISLE-based labs in courses with traditional lecture. In 2019 Physics Education Research Conference Proceedings. American Association of Physics Teachers.
18. Etkina, E., Karelina, A., Ruibal-Villasenor, M., Jordan, R., Rosengrant, D., & Hmelo-Silver, C. (2010). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. Journal of the Learning Sciences, 19(1), 54–98.
19. Gregorcic, B., Planinsic, G., & Etkina, E. (2017). Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry. Physical Review Physics Education Research, 13, 020104.
20. Etkina, E., Karelina, A., Murthy, S., & Ruibal-Villasenor, M. (2009). Using action research to improve learning and formative assessment to conduct research. Physical Review Special Topics - Physics Education Research, 5, 010109.
21. Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand free body diagrams? Physical Review Special Topics - Physics Education Research, 5, 010108.
22. Etkina, E., Karelina, A., & Ruibal-Villasenor, M. (2008). How long does it take? A study of student acquisition of scientific abilities. Physical Review Special Topics - Physics Education Research, 4, 020108.
23. Harper, K., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776–791.
24. May, D., & Etkina, E. (2002). College physics students' epistemological self-reflection and its relationship to conceptual learning. American Journal of Physics, 70(12), 1249–1258.
III. Practical suggestions for teaching using the ISLE framework
25. Etkina, E. & Planinsic, G. (2015). Defining and developing “Critical Thinking” through devising and testing multiple explanations of the same phenomenon. The Physics Teacher, 53, 432–437.
26. Etkina, E., Planinsic, G., & Vollmer, M. (2013). A simple optics experiment to engage students in scientific inquiry. American Journal of Physics, 81(11), 815–822.
27. Planinsic, G., & Etkina, E. (2014). Light emitting diodes: A hidden treasure. The Physics Teacher, 52(2), 94–99.
28. Etkina, E. & Planinsic, G. (2014). Light emitting diodes: Exploration of underlying physics. The Physics Teacher, 52(4), 212–218.
29. Planinsic, G. & Etkina, E. (2014). Light emitting diodes: Learning new physics. The Physics Teacher, 53(4), 212–218.
30. Planinsic, G., & Etkina, E. (2015). Light emitting diodes: Solving complex problems. The Physics Teacher, 53(5), 291–297.
31. Planinsic, G., Gregorcic, B., & Etkina, E. (2014). Learning and teaching with a computer scanner. Physics Education, 49(5), 586–595.
32. Planinsic, G. (2015). Using artistic drawings to create physics problems. The Physics Teacher, 53(10), 443–444.
33. Richards, A. J., & Etkina, E. (2013). Kinaesthetic learning activities and learning about solar cells. Physics Education, 48(5), 578–586.
34. Planinsic, G. & Etkina, E. (2012). Bubbles that change the speed of sound. The Physics Teacher, 50(8), 458–462.
35. Etkina, E., & Andre, K. (2002). Weekly Reports: Student reflections on learning. Journal of College Science Teaching, 31(7), 476–480.
36. Planinsic, G., & Etkina, E. (2015). Popping balloon with a spaghetti. The Physics Teacher, 53(5), 309–310.
IV. Language we use
37. Brookes, D. T. & Etkina, E. (2007). Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning. Physical Review Special Topics - Physics Education Research, 3, 010105.
38. Brookes, D. & Etkina, E. (2009). Force, ontology and language. Physical Review Special Topics - Physics Education Research, 5, 010110.
39. Brookes, D. T., & Etkina, E. (2015). The importance of language in students' reasoning about heat in thermodynamic processes. International Journal of Science Education, 37(5–6), 659–779.
40. Seeley, L., Vokos, S., & Etkina, E. (2022). Updating our language to help students learn: Mechanical energy is not conserved but all forces conserve energy. American Journal of Physics, 90, 251.
V. ISLE and physics teacher preparation
41. Etkina, E., Gregorcic, B., & Vokos, S. (2017). Organizing physics teacher professional education around productive habit development: A way to meet reform challenges. Physical Review Physics Education Research, 13, 010107.
42. Etkina, E. & Planinsic, G. (2024). Investigative Science Learning Environment: A guide for teacher preparation and professional development. IOP Publishing Ltd.
43. Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics - Physics Education Research, 6, 020110.
44. Etkina, E. (2015). Using early teaching experiences and a professional community to prepare pre-service teachers for every-day classroom challenges, to create habits of student-centered instruction and to prevent attrition. In C. Sandifer & E. Brewe (Eds.), Recruiting and Educating Future Physics Teachers: Case Studies and Effective Practices (pp. 249–266). College Park, MD: American Physical Society.
45. Etkina, E. (2011). Pedagogical content knowledge and preparation of physics teachers. In D. Meltzer & P. Shaffer (Eds.), Teacher Education in Physics (pp. 103–128). College Park, MD: American Physical Society.
Research-based
Grounded in established scholarship in physics and science education.
Grounded in established scholarship in physics and science education.
Classroom-tested
Informed by real implementation and teacher feedback.
Informed by real implementation and teacher feedback.
Teacher-facing
Designed to support practical classroom use, not just theory.
Designed to support practical classroom use, not just theory.
Continuing relevance
The ideas remain useful for teaching and teacher preparation today.
The ideas remain useful for teaching and teacher preparation today.