Transformative experience in an informal science learning program about climate change

Littrell, Megan K.; Gold, Anne; Koskey, Kristin L. K.; Sondergeld, Toni A.; Leckey, Erin; Okochi, Christine

doi:10.1002/tea.21750

Cited by 12 publications

(9 citation statements)

References 55 publications

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“…In the study, it was determined that the participants saw transformative learning as a theory that directs students to research. Littrell et al (2022), in a study in which educational practices related to climate change were used, determined that transformative learning theory directed the participants to multidimensional research. Kwon et al (2021), in a study conducted with the participation of workers, concluded that transformative learning provides research skills.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

BAYRAM

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In this study, it was aimed to examine the impact of transformative learning theory on students' conflict resolution skill in social studies course. Embedded design, one of the mixed research methods, was used in the study. The participant group was formed by multi-stage mixed sampling method. The participant group included a social studies teacher and 51 students in the 5th grade. Conflict resolution skill scale, two semi-structured interview forms and unstructured observation were used to collect the data. Independent sample t-test and covariance analysis were used to analyse the statistical data, while content analysis was used to analyse the qualitative data. At the end of the study, it was found that transformative learning theory increased students' conflict resolution skills. The results also revealed that social studies courses conducted with transformative learning theory were seen by the participants as processes that confuse students' minds, surprise them, make them doubt, lead them to questioning and multidimensional thinking. It was also found that the participants thought that the courses provided students with various knowledge and values, encouraged them to research, analyse and synthesize, and act in a controlled manner. Depending on the results obtained, recommendations for education planners and researchers were developed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

BAYRAM

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Pugh et al, (2010Pugh et al, ( , 2017 developed the Teaching for Transformative Experiences in Science (TTES) Model to guide instructors on how to purposefully design their curricula to target these transformative learning episodes in their students. Further, others have used this TE framework successfully to build climate literacy in their students (Duke & Holt, in-review;Littrell et al, 2022).…”

Section: Classroom Climate Change Frameworkmentioning

confidence: 99%

A review of Mark Windschitl's Teaching Climate Change

Holt,

Duke

2024

Science Education

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The interdisciplinary nature of climate change often makes teaching the topic overwhelming for instructors, particularly if their own training and background did not focus on climate science. The difficulties educators may face upon planning and implementation of climate change content does not detract from the importance of its inclusion in our science curricula. In fact, educational standards for K-12 settings (i.e., NGSS Lead States, 2013) and many higher education disciplines (i.e., biology: 4DEE, Klemow et al., 2019; chemistry: VC3, Mahaffy et al., 2017; geosciences: Cervato et al., 2018) have included climate change as an integral topic to include in our curricula. But, where do we start? How do we determine what to discuss in our classrooms while making sure we align this content with our learning objectives or institutional standards? Dr. Mark Windschitl's book, Teaching Climate Change, seeks to answer this question by providing educators with examples of topics to cover and suggestions for how to implement these topics in a variety of classroom settings. Windschitl leverages his expertise in Science Teaching and Learning to provide educators a starting framework to incorporate climate change topics in their classrooms. The first three chapters of Windschitl's book discuss the importance of climate change education, outlines the difficulties instructors face, and summarizes background knowledge on climate change content. From there, Windschitl uses the later chapters to dive deeper into more specific aspects of climate change education such as using models and data in the classroom (Chap. 7-9) and how to build climate resilience in our students (Chap. 4 and 10).

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“…Entertainment and instructing goals should be easier to reconcile in longer interventions, which provide more opportunities to alternate between the two and to integrate information. Educators may also reinforce the connections between formal and nonformal settings, taking advantage of the lower restrictiveness of the latter to use narrative‐based activities (e.g., Littrell et al, 2022; Murmann & Avraamidou, 2014).…”

Section: Recommendations For Educational Practicesmentioning

confidence: 99%

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

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Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article, we offer a theoretical review drawing on three frameworks, namely on pedagogical aspects of text learning, linguistic features of texts, and cognitive aspects of text comprehension. Based on that, we analyzed two complementary questions. First, we reviewed 36 studies to ask if science narrative texts can benefit learning and memory outcomes at different educational levels (i.e., the “If” question). We found encouraging evidence for the use of science narrative texts at various educational levels, especially in delayed assessments and longer‐lasting interventions. Second, we gathered and linked ideas, hints, and evidence on how the process of learning with science narrative texts takes place, namely on conditions and underlying processes (i.e., the “How” question). There are many features from conditions (texts, learners, activities, wider context) and underlying processes (integration with prior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in outcomes; yet, ideas and evidence are not always tightly connected. We suggest that education and research should focus on specific narrative effects, that specify with what (texts), with whom (learners), when and where (activities and wider context) these effects occur, as well as “why” (underlying processes). We believe the proposed framing can help both make sense of previous evidence and inform future educational practices and research and provide some recommendations in this regard.

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Transformative experience in an informal science learning program about climate change

Abstract: The Transformative Experience Questionnaire (TEQ) has previously been used only in formal science learning environments to examine how students' learning experiences extend beyond the classroom into their daily lives. In the present study, an example of how this

Cited by 12 publications

References 55 publications

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

A review of Mark Windschitl's Teaching Climate Change

Narrating science: Can it benefit science learning, and how? A theoretical review

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