This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching physics. ISLE as a philosophical approach to learning, has two core intentionalities: 1. We want students to learn physics by thinking like physicists; by engaging in knowledge-generating activities that mimic the actual practices of physics and using the reasoning tools that physicists use when constructing and applying knowledge. 2. The way in which students learn physics should enhance their well-being. These intentionalities form the basis upon which we build a bricolage of multiple theoretical perspectives. We will show how the ISLE approach and its implementation is shaped by a. the epistemological commitments of physics, b. the findings of cognitive science, c. theories of learning communities, and d. the perspective of universal design. We will present both qualitative and quantitative data that demonstrate the effectiveness of ISLE in helping students to achieve our intentionalities. We conclude with a call to curriculum developers and implementers to explicitly articulate their intentionalities and theoretical perspectives so that we may forge deeper connections between educational theories, curriculum development, and implementation.

中文翻译：

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以学生为中心的认识论的认识论真实方法

本文讨论了构成研究性学习环境（ISLE）的学与教物理方法基础的理论框架和课程资料。ISLE作为一种哲学上的学习方法，具有两个核心意图：1.我们希望学生像物理学家一样思考来学习物理；通过参与模仿物理学的实际实践的知识生成活动，并使用物理学家在构建和应用知识时使用的推理工具。2.学生学习物理的方式应增进他们的幸福感。这些意图构成了我们建立多种理论观点的基础。我们将展示ISLE方法及其实现是如何由a决定的。物理学的认识论承诺； b。认知科学的发现，c。学习社区的理论； d。通用设计的角度。我们将提供定性和定量数据，以证明ISLE在帮助学生实现我们的意图方面的有效性。最后，我们呼吁课程开发者和实施者明确表达他们的意图和理论观点，以便我们可以在教育理论，课程开发和实施之间建立更深层次的联系。