NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871953
Record Type: Journal
Publication Date: 2010-Jan
Pages: 28
Abstractor: As Provided
Reference Count: 100
ISBN: N/A
ISSN: ISSN-0036-8326
Motivation, Learning, and Transformative Experience: A Study of Deep Engagement in Science
Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine
Science Education, v94 n1 p1-28 Jan 2010
This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post- and follow-up assessments and (b) transfer at the follow-up assessment. (Contains 4 tables, 1 figure, and 9 footnotes.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A