Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model

The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model....

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Bibliographic Details
Published in:The Journal of experimental education 2017-10, Vol.85 (4), p.629-657
Main Authors: Pugh, Kevin J., Bergstrom, Cassendra M., Heddy, Benjamin C., Krob, Karen E.
Format: Article
Language:English
Subjects:
Curriculum Implementation
Design-based research
engagement
Focus Groups
Grade 6
Instructional Design
Instructional Effectiveness
Interviews
Learning
Likert Scales
Middle School Students
motivation
MOTIVATION AND SOCIAL PROCESSES
Multivariate Analysis
Observation
Pretests Posttests
Scaffolding (Teaching Technique)
Science Education
Science Instruction
Secondary School Science
Students
Teachers
Teaching
transformative experience
Transformative Learning
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Summary:The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES model in two of his four classes. The findings indicated enhanced engagement and learning, but primarily among students with higher prior engagement and learning. Insights led to revision of the TTES model. In the second year, the revised TTES model was implemented in all the teacher's classes, with another teacher's classes used for comparison. Intervention students demonstrated significantly greater learning and reported significantly higher levels of transformative experience than the comparison students.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2016.1277333