Transformative Science Education: Change How Your Students Experience the World

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.

Table of Contents:
Contents Foreword vii Gale M. SinatraAcknowledgments 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

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

Review :
“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, USC Rossier School of Education