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McClellanville Library
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Folly Beach Library
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Miss Jane's Building (Edisto Library Temporary Location)
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West Ashley Library
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Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction.
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- Author(s): PUGH, KEVIN J.; BERGSTROM, CASSENDRA M.; SPENCER, BRYDEN
- Source:
Science Education; May2017, Vol. 101 Issue 3, p369-398, 30p, 4 Charts, 2 Graphs- Subject Terms:
- Source:
- Additional Information
- Abstract: Transformative experience refers to learning episodes in which students use ideas from the science classroom to see and experience the world differently in their everyday lives. The construct is defined by three characteristics: (1) motivated use (application of learning in "free-choice" contexts), (2) expansion of perception (seeing objects, events, or issues through the lens of the content), and (3) experiential value (valuing content for how it enriches everyday experience). To enhance conceptions of engagement in science, the current study sought to identify and describe profiles of transformative engagement by investigating levels and combinations of the three characteristics of transformative experience. In addition, it examined how learning and instruction relate to these profiles. Sixty-five middle school science students were interviewed and responses were coded for the three characteristics of transformative experience. Scores on these characteristics were used as variables in cluster analysis and representative clusters were identified. Profiles of transformative engagement were developed and described based on these clusters. Profiles representing greater transformative engagement were associated with greater learning. Relative to a comparison condition, instruction designed to foster transformative experience yielded a higher percentage of students in the profile reflecting engagement in a genuine transformative experience. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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