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

Kevin J Pugh¹, Dylan P J Kriescher¹, Audrey J Tocco¹

¹University of Northern Colorado, Campus Box 94, 501 20th Street, Greeley, CO 80639 USA.

Journal of Science Education and Technology

|April 28, 2023

Summary

This summary is machine-generated.

High school students used mobile technology to connect science lessons with real life, fostering deeper learning and transformative experiences. This Seeing Science project improved engagement and learning outcomes.

Keywords:

Design-based research Engagement Mobile technology Science education Transformative experience

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Area of Science:

Science Education
Educational Technology
Transformative Learning

Background:

Traditional science education often struggles to bridge in-school learning with students' out-of-school experiences.
Transformative Experience Theory provides a framework for understanding profound shifts in perspective and understanding.
Integrating mobile technology offers new avenues for experiential learning in science.

Purpose of the Study:

To revise and evaluate the Seeing Science project, an intervention designed to connect in-school and out-of-school science learning using mobile technology.
To explore the potential of leveraging everyday mobile technology to foster transformative experiences in high school science.
To inform the Teaching for Transformative Experiences in Science (TTES) instructional model with practical strategies.

Main Methods:

Design-based research methods were employed over a 2-year period to iteratively refine the Seeing Science project.
Data collection involved analyzing student and teacher interviews, project artifacts (student posts), and classroom observations.
Revisions were guided by initial data and the principles of the TTES instructional model.

Main Results:

The revised Seeing Science project led to higher quality student posts in pre-AP biology classes.
Increased student participation was observed in regular biology classes following project revisions.
Analysis indicated that the project facilitated connections between in-school learning and out-of-school experiences for some students, leading to transformative experiences.

Conclusions:

The Seeing Science project, enhanced through design-based research, effectively integrates mobile technology for science learning.
The study identified and developed strategies that contribute to Transformative Experience Theory and the TTES model.
These strategies show potential for supporting deeper science learning and aiding in career identification among students.