Contribution to Book
Adapting Transformative Experience Surveys to Undergraduate Physics
2013 PERC Proceedings
(2014)
Abstract
Transformative experience (TE) is a theoretical construct intended to capture the extent to which science concepts learned in the classroom shape students' everyday meaning-making and engagement with science outside the classroom. One tool available to assess the depth and prevalence of TE is with surveys. We have been adapting existing surveys for use in various undergraduate physics courses at two different institutions, including algebra-based introductory physics courses and physical science courses for pre-service elementary teachers. We describe our efforts to modify existing surveys for use across different courses and content areas and describe our initial findings concerning the depth and prevalence of TE. From survey data, large differences can be detected in both the depth of students' overall engagement and the degree to which that engagement falls off when students are not in the classroom or working on required assignments.
Keywords
- transformative experience,
- student engagement
Disciplines
Publication Date
2014
Editor
Paula V. Engelhardt, Alice D. Churukian, and Dyan L. Jones
Publisher
American Association of Physics Teachers
ISBN
9781931024228
DOI
10.1119/perc.2013.pr.024
Publisher Statement
This document was originally published in 2013 PERC Proceedings by the American Association of Physics Teachers. This work is provided under a Creative Commons Attribution 3.0 license. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by/3.0/. doi: 10.1119/perc.2013.pr.024
Citation Information
Brian W. Frank and Leslie J. Atkins. "Adapting Transformative Experience Surveys to Undergraduate Physics" 2013 PERC Proceedings (2014) p. 145 - 148 Available at: http://works.bepress.com/leslie-atkinselliot/8/
Creative Commons License
This work is licensed under a Creative Commons CC_BY International License.