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Teaching for Idea-based, Transformative Experiences in Science:
An Investigation of the Effectiveness of Two Instructional Elements
by Kevin Pugh — 2002This small-scale, exploratory study examines the effectiveness of two teaching elements (the artistic crafting of content and the modeling and scaffolding of perception and value) at fostering transformative experiences. The construct of a transformative experience was derived from Dewey’s work and is defined as an expansion of perception and value resulting from active use of a concept. The elements were used in teaching a unit on adaptation and evolution in a high school zoology class. Student outcomes were compared with those of students in a roughly equivalent (as determined by a preintervention survey) class in which the same unit was taught using a case-based model of instruction. Results indicate that a significantly greater percentage of students in the experimental class (52.9%) than students in the control class (22.7%) engaged in some degree of transformative experience. Further, it was found that students from both classes who engaged in at least some form of transformative experience scored significantly higher than other students on a follow-up assessment of understanding but not on a postintervention assessment of understanding.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Kevin Pugh
University of Toledo
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KEVIN J. PUGH is an assistant professor in the Foundations of Education Department at the University of Toledo. His research interests include Dewey’s philosophy (particularly his aesthetics as applied to education), science education, motivation, and technology. His recent publications include “Learning Science: A Deweyan Perspective” (Wong, Pugh, & the Deweyan Ideas Group at Michigan State University, 2001) published in The Journal of Research in Science Teaching and “Conditions for Classroom Technology Innovations” (Zhao, Pugh, Beyers, & Sheldon, in press) to be published in Teachers College Record.
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