Transformative Science Education

Use this book to move science learning out of the classroom and into everyday life. Science has a profound capacity to transform how we experience the world, but it can be challenging to foster transformative experiences. When it comes to the science classroom, too often the Las Vegas slogan applies: What happens here stays here. Based on over 20 years of research, this guide presents the Teaching for Transformative Experiences in Science instructional model to help teachers craft practices that will encourage students to apply science concepts beyond defined school boundaries. This practical resource includes detailed vignettes, classroom examples, guidance for trying out strategies, and materials for assessing transformative experiences.

Book Features

• Introduction to transformative experience theory.
• A model of teaching based on empirical classroom research.
• Vignettes and classroom examples that illustrate application of the model strategies.
• “Try It Out” guides.
• Assessment materials.

Kevin J. Pugh is a professor of educational psychology at the University of Northern Colorado.

“This concise and readable book details the Teaching for Transformative Experiences in Science (TTES) model, which aims to bring science education into the everyday world and enrich students' experiences. Pugh (education psychology, Univ. of Northern Colorado) has been working on transformative education for 20 years and here details the theory of this practice, which has roots in John Dewey's educational theories, while also covering stories, examples, strategies and exercises to try, and assessment tools. Throughout the text, Pugh also addresses different ways that educators can foster learning both in and out of the classroom. This volume will be suitable for current and preservice science teachers.”

—CHOICE

“Whether it is responding to a global pandemic or addressing climate change, we need science instruction to be more relevant and to engage diverse learners who are prepared to meet the challenges of their communities. Changing how students experience science can change more than their understanding of science. It can change the world.”
—From the Foreword by Gale M. Sinatra, professor of education, USC Rossier School of Education

“Kevin Pugh’s book is certainly transformative. He squarely positions motivation theory from decades of educational research within the current science education reform environment of the Next Generation Science Standards. A must-read for encouraging students to fully engage in the scientific practices and disciplinary core ideas.”
—Doug Lombardi, Science Learning Research Group, University of Maryland, College Park

“This thoughtful and practical book will be a powerful tool in the hands of science teachers at all education levels. Drawing upon decades of research, Kevin Pugh makes a strong case for the value of transformative science education, and then systematically leads readers through the strategies and resources they need to support its implementation.”
—Jennifer Schmidt, associate professor, Michigan State University

Contents

Foreword vii
Gale M. Sinatra

Acknowledgments ix

Preface xi

1.  Transformative Experience Theory 1
Newton’s Laws and a Child in Motion 1
Transformative Experience Theory 2
Three Characteristics of Transformative Experience 4
Practical Benefits of Fostering Transformative Experience 7
Why We Need to Teach for Transformative Experience 8
The Teaching for Transformative Experiences in Science (TTES) Model 10
What to Expect and How to Succeed 14
Reflection 15

PART I: ARTISTIC SELECTION AND CRAFTING OF CONTENT 17

2.  Select Content Worth Teaching 19
Selecting Content Worth Teaching in Action 20
Select Big Ideas 23
Select Ideas with Powerful Affordances 24
Select Ideas in the Deweyan Sense of the Term 26
Summary 29
Try It Out 29

3.  Craft Content as Ideas 31
Crafting Content as Ideas in Action 31
Use Anticipation and Experiential Value Statements 33
Emphasize “Having the Journey” 36
Present Compelling Metaphors 36
Restore Concepts to the Experience in Which They Had Their Origin and Significance 38
Evoke a Sense of Wonder, Suspense, and the Sublime 40
Summary 42
Try It Out 43

PART II: EXPERIENTIAL APPRENTICESHIP 47

4.  Model Transformative Engagement 49
Modeling Transformative Engagement in Action 49
Share Your Own Transformative Experiences 51
Express Enthusiasm and Passion for the Content 52
Expose Students to Other Effective Models 53
Summary 54
Try It Out 55

5.  Scaffold Student Experience 57
Scaffolding Experience in Action 57
Prompt Scientific Thinking, Perceiving, and Valuing Inside and Outside of School 61
Hold Use-Change-Value (UCV) Conversations 65
Make Use of Boundary-Crossing Objects 66
Summary 72
Try It Out 75

6.  Scaffold Re-Seeing 77
Scaffolding Re-Seeing in Action 77
Identify Re-Seeing Opportunities 78
Share Re-Seeing Experiences 81
Utilize Real-World Updates 83
Experientially Anchored Instruction 86
Summary 89
Try It Out 92

PART III: DOING AND UNDERGOING 95

7.  Put Students in the Role of Explorers 97
Students as Explorers in Action 98
Engage Students in Inquiry 101
Have Students Create 106
Try Out Service Learning or Expeditionary Learning 109
Summary 111
Try It Out 112

8.  Create a Culture in Which Students Feel Safe to “Surrender” 114
Supportive Culture in Action 115
Teach and Foster Mindfulness 119
Establish a Mastery Goal Environment 122
Support Autonomous Motivation 127
Summary 134
Try It Out 135

Conclusion 139

Appendix A: The Teaching for Transformative Experiences in Science Model 141

Appendix B: Materials for Assessing Transformative Experience 145

References 149

Index 157

About the Author 164