Holistic Learning Environments

Abstract

This chapter introduces the idea of holistic learning environments into physics education research and provides a framework for the analysis of such environments. It then uses this framework to analyze chosen examples of learning environments in physics that can be called holistic and to interpret and synthesize existing research on those environments. Finally, the chapter identifies directions for future research on such environments. We define holistic learning environments as classroom-based environments that provide students with the full range of coherent experiences possible in learning physics that incorporate both experimental and theoretical work. In addition to this, we consider a prerequisite for a holistic learning environment the element of intentionality meaning that teaching is an intentional activity that involves beliefs and values and the holistic environment enacts these intentionalities, in other words, the intentionality of the environment determines all decisions of the educators concerning the goals of the course/s, assessments, classroom setup, and students' activities. Therefore, from the intentionalities follow additional elements constitutive for holistic environments: unifying goals that include more than content and specific assessments that address the goals and details of how the assessments are conducted, a philosophical approach to the content, specific classroom settings/interactions and expectations of student behavior, discourse expectations, and teacher orientations and expectations of teacher behavior. The chapter starts by elaborating these elements. We present six examples of holistic learning environments in physics and review their common and unique features in the light of the elements. We analyze research on the implementation of these elements. We conclude the chapter by synthesizing what we know about the quality implementation of holistic learning environments and what areas require further research.