[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] National organizations set goals of engaging students in experimentation and authentic scientific reasoning while developing normative concepts to help them develop essential skills and competencies necessary to succeed in our rapidly changing world. One framework that meets these goals is the investigative science learning environment (ISLE) approach to teaching and learning physics. While studies have been conducted on student development of scientific abilities in ISLE-based classrooms, little is known about how formative assessment helps promote student growth in this setting. This paper presents on the findings from an empirical study on how the revision of written laboratory reports positively impacts first-year high school student development of scientific abilities in an ISLE-approach classroom. We argue that the opportunity to revise written work provides students with additional exposures that are necessary to support their scientific ability development. Furthermore, we explore positive correlations between student involvement in the collaborative writing process and attitudes regarding experimental physics.

中文翻译：

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通过在高中研究性科学学习环境课堂中修改实验报告来提高科学能力

[本文是《教学实验室重点合集：改进传统和新方向》的一部分。] 国家组织设定了让学生参与实验和真正的科学推理的目标，同时制定规范概念，帮助他们发展在我们的领域取得成功所需的基本技能和能力。快速变化的世界。满足这些目标的一个框架是用于教学和学习物理的研究性科学学习环境 (ISLE) 方法。虽然在 ISLE 课堂上对学生科学能力的发展进行了研究，但人们对形成性评估如何帮助促进学生在这种环境下的成长知之甚少。本文介绍了一项实证研究的结果，该研究涉及书面实验室报告的修订如何对 ISLE 方法课堂中一年级高中生科学能力的发展产生积极影响。我们认为，修改书面作业的机会为学生提供了支持他们的科学能力发展所必需的额外接触机会。此外，我们探讨了学生参与协作写作过程与对实验物理的态度之间的正相关性。