Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction.

Autor/inn/en	Pugh, Kevin J.; Bergstrom, Cassendra M.; Spencer, Bryden
Titel	Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction.
Quelle	In: Science education, 101 (2017) 3, S. 369-398Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21270
Schlagwörter	Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Weltanschauung; Verständnisförderung; Wandel
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.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3