The Seeing Science Project: Using Design-Based Research to Develop a Transformative Experience Intervention

Abstract

Drawing on transformative experience theory (Pugh, 2011) and in collaboration with high school science teachers, the authors developed an intervention (Seeing Science project) leveraging everyday mobile technology as a tool for integrating in-school and out-of-school experience. Students were instructed to take pictures when they noticed connections to unit content and post these with a caption on a class site. The current study used design-based research methods to revise and evaluate the Seeing Science project over a 2-year period. Revisions to the project were informed by year one data and principles of the Teaching for Transformative Experiences in Science (TTES) instructional model. Data sources included project artifacts, student interviews, and teacher interviews. Revisions to the project resulted in higher quality posts in pre-AP biology classes and greater participation in regular biology classes. Furthermore, an analysis of posts, classroom observations, and student interviews revealed that the project helped some students connect in-school learning to out-of-school experience and undergo transformative experiences. The current study contributes to transformative experience theory by identifying and developing strategies for fostering transformative experiences. These strategies further inform the TTES model and may support depth of learning and career identification.

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

“…An example of these characteristics is found in a study by Pugh et al [30]. In this study, a high school biology teacher collaborated with the researchers to teach for transformative experiences.…”

“…This supposition has only been investigated indirectly through intervention studies focused on fostering transformative experiences. In these studies, instructor enthusiasm and modeling of transformative experience have been included as components of interventions effective at fostering transformative experiences [8][9][10]13,24,30]. Enthusiasm included expressing excitement and interest in the content and is equivalent to how we conceptualized expressing passion for the content in this paper.…”

STEM Approaches in Teaching and Learning Process: Systematic Literature Review (SLR)

“…A study conducted by Fang et al (2021) states that the use of technology such as online communication services to manage teamwork helps develop and implement innovative projects in the realm of STEM education. Moreover, Pugh et al (2023) proved that the Seeing Science project can support students in connecting mastery of learning in school to experiences outside of school and this can help them experience transformative experiences. Hsin and Wu (2023) to prove that the project-based learning module promotes the scientific practice of children of various ages and ethnic backgrounds through Anova tests and paired sample t tests.…”