Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction

Pugh, Kevin J.; Bergstrom, Cassendra M.; Spencer, Bryden

doi:10.1002/sce.21270

Cited by 27 publications

(27 citation statements)

References 86 publications

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“…And if emotions are crucially important in the context of teaching and learning school science [38][39][40][41][42], and the empirical evidence so far suggests that that engagement in science is an important parameter of the learning process [2,3,43,44], then the categories identified by the present study should be seriously considered by the science education community. Certainly, further in-depth studies of the reasons students themselves give for their motivation to study physics, and science in general, need to be conducted, as these studies will help us better understand what makes students "want to learn".…”

Section: Discussionmentioning

confidence: 93%

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What Really Makes Secondary School Students “Want” to Study Physics?

Hadzigeorgiou

Schulz

2017

Education Sciences

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This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to "what they find interesting about their physics lesson" and "what makes them want to study their physics lesson" during a school year. The sample consisted of 219 students, who attended public high schools, located in various geographical regions of Greece. Journal entries made by all students-that is, students from junior high and senior high schools-were content-analyzed through a grounded theory approach. A total of eight categories were identified. Quantitative differences between these categories, and between the two groups of students, were also identified. Even though some of the identified categories are well-known motivators in science education, three specific categories deserve particular attention: "connection to one's own self", "purpose", and "utility". Notwithstanding the limitations of the present research design (i.e., volunteer sample, lack of standardization in students" and especially in teachers' activities), these categories, along with two quantitative indicators-that is, number of journal entries and student percentages-challenge us to rethink what makes the ideas of science, especially those of physics, meaningful or simply relevant to the life of the students.

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Section: Discussionmentioning

confidence: 93%

“…According to the literature, student engagement in science is quite problematic [1][2][3]. In addition, as the complexity of the field of science education shows [4], engaging all students in science can be a real challenge too.…”

Section: Introductionmentioning

confidence: 99%

What Really Makes Secondary School Students “Want” to Study Physics?

Hadzigeorgiou

Schulz

2017

Education Sciences

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“…This base, in turn, requires the introduction of processes and practices that use the latest achievements of the IT sphere. The efficiency of personnel management must grow with the help of new high-tech tools, including AR/VR [16,27].…”

Section: Discussionmentioning

confidence: 99%

“…However, taking into account all the advantages, it should be noted that AR/VR technologies for business can be an effective tool only if their implementation is justified by the real needs of the company. In addition, along with taking into account the specifics of companies, it is necessary to systematize their experience in using AR/VR to tackle personnel strategies, develop basic provisions for applying virtual capabilities and explore the issue of training HR employees themselves who are ready to use new technologies in their work [3,14,16].…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainability and Digitalization of Corporate Management Based on Augmented/Virtual Reality Tools Usage: China and Other World IT Companies’ Experience

Zhao

Ślusarczyk

2019

Sustainability

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The article is tasked with studying the modern possibilities and effectiveness of the application of virtual and augmented reality technologies in the field of managing human recourses (HRs) and basic operational corporate business processes. Using examples of successful use of AR (augmented reality)/VR (virtual reality) in the labor market by the largest companies in the USA, China, and Europe, the most relevant areas and forms of using these technologies in the work of HR specialists were considered. The study examined issues related to improving the performance of the main modern vectors of corporate development in the field of operational technological improvements, and, as the main result, a model of the company (organization) development was proposed based on improved management of business and HR processes using VR and AR tools. The developed model demonstrates the advantages of using it, and presents the reasons for the economic expediency of using these technologies at all stages of personnel management, including recruiting, staff selection, demonstration of the employer's brand, testing candidates' skills, improving internal communications, creating a positive corporate culture for employees, imitating the workflow, VR and AR-simulations as a tool for passing the input testing for recruitment, selection and management of remote employees, training, assessment, and adaptation of staff. The possibilities of using VR/AR as tools for operational improvements (lean management), for example, for organizing virtual business meetings and meetings, creating virtual presentations, online controlling in the manufacturing sector, automating operational processes, and using VR technologies, are also separately disclosed in the management of logistics, distribution, marketing, and advertising. The results of the analysis of theoretical and statistical sources of information showed the promise of using the possibilities of virtual reality in corporate management, which shifts the emphasis from the traditional understanding and perception of these technologies exclusively in the entertainment field. The obtained developments within the framework of the conducted research are universal in nature and can be applicable both in the study of modern methods of personnel management and in corporate lean management of modern business companies at various levels.

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“…To be worth reading means having the potential to be transformative. Kevin Pugh (e.g., Pugh, Bergstrom, & Spencer, ) offers that to be transformative means that an experience promotes the free application into other contexts, expands the perspectives through which events and materials are viewed, and provides an enriching platform for valuing other experiences (Heddy & Sinatra, ). Ambitious Science Teaching has a transformative influence because it affords new ways to think about how people learn, it expands the range of ways in which we can interpret science teacher development, and it offers aesthetic sensibilities about the craft of teacher education and science learning.…”

Section: Ambitious Writing For Science Educationmentioning

confidence: 99%