NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891556
Record Type: Journal
Publication Date: 2010
Pages: 44
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-0737-0008
Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience
Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine
Cognition and Instruction, v28 n3 p273-316 2010
The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to implement the TTES model in conjunction with a conceptual change model and evaluates the impact of these models on students' learning and engagement. In collaboration with the authors, the teacher created three instructional conditions: (a) control (2 classes, 40 students), (b) cognitive conflict (CC, 2 classes, 42 students), and (c) combined TTES and cognitive conflict (TE, 2 classes, 44 students). Descriptive data illustrate how the teacher implemented the models, particular challenges that arose, how the teacher's prior beliefs and goals shaped the implementation, and how experience with the models altered the teacher's beliefs and engagement with the content. Comparative analyses across conditions illustrate that students in the TE condition displayed more transformative engagement in class but did not report a greater level of independent transformative experiences. Regular-level students in the intervention conditions (CC, TE) displayed greater change in basic knowledge and regular-level students in the TE condition displayed more enduring transfer. Honors-level students in the intervention conditions (CC, TE) displayed greater conceptual change, but not greater transfer. (Contains 4 tables, 4 figures and 8 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A