2014 GSA Annual Meeting in Vancouver, British Columbia (19–22 October 2014)

Paper No. 72-1
Presentation Time: 1:15 PM

SUPPORTING TRANSFORMATIVE LEARNING IN THE GEOSCIENCES: INVESTIGATING THE RELATION BETWEEN THE TEACHER-STUDENT DYNAMIC AND TRANSFORMATIVE EXPERIENCE


PUGH, Kevin1, PHILLIPS, Michael1, BERGSTROM, Cassendra1, SEXTON, Julie M.2 and RIGGS, Eric M.3, (1)School of Psychological Sciences, University of Northern Colorado, Campus Box 94, Greeley, CO 80639, (2)Mathematics and Science Teaching Institute, University of Northern Colorado, Ross Hall 1210, Campus Box 123, Greeley, CO 80639, (3)College of Geosciences, Texas A&M University, Room 202, Eller O&M Building, MS 3148 TAMU, College Station, TX 77843

Transformative experience represents a type of deep-engagement and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experience has been related to important science learning outcomes, including enduring understanding, conceptual change, transfer, and academic and career choice in the geosciences. Moreover, transformative experience has been advocated as an important educational goal in its own right.

Prior research identified personal factors related to undergoing transformative experiences. However, questions remain about how aspects of the teacher-student dynamic relate to transformative experience. The current study investigated this relationship in terms of two aspects of the teacher-student dynamic: students’ sense of connection to instructors and students’ perception of their instructors’ passion for the content.

We collected survey data from six US geoscience programs. A total of 206 individuals (65% female) completed a pre- and post-survey. Participants were majors (42%) and non-majors (58%). The pre-survey assessed students’ interest in, identity with, and self-efficacy for the geosciences. The post-survey assessed students’ sense of connection with instructors, perception of their instructors’ passion for the content, and level of transformative experience.

Controlling for students’ initial levels of interest in, identity with, and confidence in the geoscience, we found that students who sensed a greater connection to their instructors and perceived their instructors to express more passion for the content were more likely to report higher levels of transformative experience.

Implications are that instructors can support transformative learning in the geosciences by developing stronger connections with students and expressing a passion for the content.

Session No. 72

T62. Supporting Student Success in Colleges and Universities I
Sunday, 19 October 2014: 1:00 PM-5:00 PM
210 (Vancouver Convention Centre-West)
Geological Society of America Abstracts with Programs. Vol. 46, No. 6, p.189
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