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ERIC Number: EJ1150850
Record Type: Journal
Publication Date: 2017
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model
Pugh, Kevin J.; Bergstrom, Cassendra M.; Heddy, Benjamin C.; Krob, Karen E.
Journal of Experimental Education, v85 n4 p629-657 2017
The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES model in two of his four classes. The findings indicated enhanced engagement and learning, but primarily among students with higher prior engagement and learning. Insights led to revision of the TTES model. In the second year, the revised TTES model was implemented in all the teacher's classes, with another teacher's classes used for comparison. Intervention students demonstrated significantly greater learning and reported significantly higher levels of transformative experience than the comparison students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A