PERC 2013 Abstract Detail Page
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| Abstract Title: | Features that support transformative experiences in physics education |
|---|---|
| Abstract: | The overall goals of physics instruction are not gains on concept inventories or improved scores on surveys of epistemological beliefs. While these measures provide evidence of science learning, they are proxies for the broader goal of developing scientifically literate citizens and scientists who draw on their physics knowledge outside of classroom settings. These moments–experiences in which students actively use science concepts to see and experience their everyday world in meaningful, new ways– has been termed "transformative experiences" (TE) (Pugh, 2004). As part of a broader effort to measure TE and understand features that support TE in physics, we report on a comparison between two classrooms, one with high TE and one with low TE, and propose possible classroom features that generate high measures of TE in physics. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Leslie J. Atkins California State University, Chico 400 W. 1st St Dept of Science Education Chico, CA 95929-0535 Phone: 5308986724 |
| Co-Author(s) and Co-Presenter(s) |
Brian W. Frank Department of Physics Middle Tennessee State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
