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ERIC Number: EJ1137423
Record Type: Journal
Publication Date: 2017-May
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0036-8326
Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction
Pugh, Kevin J.; Bergstrom, Cassendra M.; Spencer, Bryden
Science Education, v101 n3 p369-398 May 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A