Everyday engineering: The effects of transformative experience in middle school engineering

Abstract

Background: Promoting engagement and motivation in early engineering experiences is important for fostering interest and retention in engineering. One method that has been effective for doing so is facilitating transformative experiences (TEs), which occurs when students apply academic content to everyday experience. Our goal was to explore the effectiveness of an intervention to encourage TE, positive emotions, and interest in middle school engineering courses in two differentially resourced schools. Purpose/Hypothesis: We explored the effectiveness of using the video software Flipgrid as a supplement to a TE intervention to impact TE, emotions, and interest. In addition, we sought to model a theorized predictive relationship between TE, emotions, and interest. Design/Method: Two hundred seventy-four engineering students across two middle schools with differing levels of resources participated. A clusterrandomized pretest-posttest survey design was used to explore the variables of interest. ANOVA and SEM were implemented to investigate the research questions and hypotheses. Results: We found mixed results, with the intervention facilitating significantly more TEs and maintaining high levels of positive emotions in a school with access to fewer resources. Furthermore, in alignment with hypotheses about interest development (Renninger and Su, Oxford handbook of human motivation 2012; pp. 167-187), the results showed that initial positive and negative emotions predicted initial interest and post-TE. However, only postpositive emotions and post-TE predicted post-interest. Negative emotions after the intervention did not predict post-intervention interest. Conclusions:The findings have theoretical implications for interest development and practical implications for targeted interventions in early engineering education, especially for schools with access to fewer resources.

Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science

“…We chose the constructs of domain interest and self-efficacy as control variables. As explained previously, transformative experience intersects with the construct of interest and interest has been found to be an important predictor of transformative experience [14,17,36]. Moreover, perceived connection to instructor and instructor passion are potentially influenced by students' existing interest in the domain.…”

“…To pursue transformative experience as an educational goal, it is important to identify individual factors associated with undergoing transformative experience. As stated in the prior section, interest has been found to be an important predictor of transformative experience [14,36], with maintained situational interest being a stronger predictor than triggered situational interest [17]. In addition, prior research has identified science identity, mastery goal orientation, positive emotions and task values, and openness to experience as factors predictive of transformative experience [12,17,[36][37][38][39].…”

“…As stated in the prior section, interest has been found to be an important predictor of transformative experience [14,36], with maintained situational interest being a stronger predictor than triggered situational interest [17]. In addition, prior research has identified science identity, mastery goal orientation, positive emotions and task values, and openness to experience as factors predictive of transformative experience [12,17,[36][37][38][39]. In the current study, we were interested in exploring two additional factors as possible predictors of transformative experience: perceived connection to instructor and perceived instructor passion for the content.…”

“…Indeed, interest has been found to be a strong predictor of transformative experience in prior research [14,17]. Recently, Heddy et al [36] confirmed a reciprocal relationship between interest and transformative experience.…”