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Drawing on transformative experience theory (Pugh, 2011) and in collaboration with high school science teachers, the authors developed an intervention (Seeing Science project) leveraging everyday mobile technology as a tool for integrating in-school and out-of-school experience. Students were instructed to take pictures when they noticed connections to unit content and post these with a caption on a class site. The current study used design-based research methods to revise and evaluate the Seeing Science project over a 2-year period. Revisions to the project were informed by year one data and principles of the Teaching for Transformative Experiences in Science (TTES) instructional model. Data sources included project artifacts, student interviews, and teacher interviews. Revisions to the project resulted in higher quality posts in pre-AP biology classes and greater participation in regular biology classes. Furthermore, an analysis of posts, classroom observations, and student interviews revealed that the project helped some students connect in-school learning to out-of-school experience and undergo transformative experiences. The current study contributes to transformative experience theory by identifying and developing strategies for fostering transformative experiences. These strategies further inform the TTES model and may support depth of learning and career identification.

The mineral identification lab is typically the entry level college student's initial hands-on introduction to minerals. Our research focused on identifying alternative mineralogy conceptions that students bring to an introductory geology course and investigating the origins and nature of these conceptions. We identified a number of alternative conceptions and to help make sense of these ideas we grouped them into four categories: (1) differences between minerals and rocks (e.g., they are the same), (2) mineral composition (e.g., lighter crystals contain more air), (3) where minerals form (e.g., caves), and (4) mineral surface features. The fourth category encompassed alternative conceptions based on immediately observable features and included six daughter categories: (1) mineral characteristics (e.g., all are smooth and crystal-like), (2) origin of planar surfaces (e.g., were cut), (3) sedimentary knowledge (e.g., minerals like mica are formed from layering), (4) mineral relations (e.g., minerals of similar shape are related), (5) environmental impacts (e.g., during formation sand was incorporated to turn the mineral orange), and (6) age of minerals (e.g., age can be determined by fragility). Further, we identified three main knowledge sources from which students construct alternative conceptions: (1) prior science courses, (2) outdoor activities, and (3) jewelry and solar and water impacts. Our research adds to previous work on the alternative conceptions held by novice earth science students. Students' answers reflect how their knowledge can contribute to creating alternative conceptions.

We used the social-cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social-cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models with confidence in geoscience among majors (Model 1), intent to major in geoscience among non-majors (Model 2), and intent to pursue a career in geoscience (Model 3) as outcome variables. Overall, the baseline social-cognitive choice model explained a moderate amount of variance with variation by model and gender. Students' interest in and identification with geoscience was an important direct predictor of outcomes in all three models. Adding connection to instructor to the baseline model significantly increased the model fit and contributed to the amount of variance explained in Models 2 and 3, but not Model 1. Further, connection to instructor was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in Models 2 and 3. These results held for male and female students. Adding transformative experience to the baseline plus connection to instructor model further increased the model fit and contributed to the amount of variance explained for female student in Models 2 and 3, but not for Model 1 and not for male students. Further, transformative experience was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in all three models, but only for female students. These results suggest instructors may strengthen geoscience pathways by developing students' interest in geoscience, establishing connections with students, and, for female students, fostering transformative experiences.

Opportunities to engage with science exist in a variety of non-formal educational contexts, but rarely have studies examined ways to leverage science interest and learning at community science events and other single-attendance occasions. This study builds on Yeager and Walton's (2011) concept of brief, wise interventions by using open-ended prompts to explore attendees' engagement during a solar eclipse viewing event. Written responses from 79 adults revealed multiple motivations for attendance. Further, these responses illustrated that attendees expanded their literal and metaphorical meaning making about the eclipse. We explore the utility of brief intervention prompts in the context of existing theories of informal science engagement and discuss implications for supporting and understanding visitors' motivation and engagement at public science events.

Women are underrepresented in many undergraduate geoscience programs. Some departments are more successful at recruiting and retaining female students than others. To understand why, we investigated potential differences between more and less successful geoscience departments in terms of social support, institutional supports, institutional barriers, perceived connection to instructors, and transformative experiences. We collected data from 2,041 undergraduate geoscience students enrolled in six geoscience departments at public, four-year institutions across the United States. We recruited two departments that were successful at graduating a high percentage of female students compared to the national average (high-success sites), two departments with a moderate percentage (medium-success sites), and two with a low percentage (low-success sites). Students at high-success sites reported greater institutional supports, greater perceived connection to instructors, and lower institutional barriers than did students at medium- and low-success sites. Nonmajors at high-success sites reported higher levels of transformative experience than nonmajors at low-success sites. No significant differences were found between medium- and low-success sites. Across all sites, female students perceived less of a connection to their instructors and endorsed a lower level of transformative experience than did male students. We did not find gender differences in terms of the other factors. We also did not find gender by site interactions, suggesting that the success of high-success sites in recruiting and retaining women was associated with supporting all students. These results suggest departments can increase effectiveness in recruiting and retaining female student by increasing institutional supports, reducing institutional barriers, connecting with students, and fostering transformative experiences. [This research was supported by the National Science Foundation Gender in Science and Engineering program.]

Only 40% of geoscience undergraduate degrees are conferred on women. Little research has examined why more men tend to pursue and persist in geology degrees compared to women. We examined the reasons why undergraduate geology students chose to major in geology, with a particular emphasis on women. We collected data from 391 undergraduate students (46.4% women) enrolled in six geology departments at public, four-year institutions across the United States. Students reported six reasons they were attracted to geology: interest, career opportunities, liking the outdoors, liking the department, being encouraged by someone, and other. Interest was the most frequent reason female and male students reported for being attracted to geology. After interest, liking the geology department (including liking classes, faculty, and the department overall) was the next most frequent reason female students reported for selecting a geology major. It was the second to least frequent reason for male students. Both female and male students in departments graduating a higher percentage of women more frequently reported liking the department as a reason for being attracted to geology than did students in departments graduating lower percentages of women. Geology departments have the potential to impact the recruitment and retention of students, particularly women, into their programs. Future research is needed to identify the specific department practices that attract female students and provide a more welcoming climate to students.

Onwuegbuzie and colleagues proposed the Instrument Development and Construct Validation (IDCV) process as a mixed methods framework for creating and validating measures. Examples applying IDCV are lacking. We provide an illustrative case integrating the Rasch model and cognitive interviews applied to the development of the Transformative Experience Questionnaire (TEQ). TEQ measures student engagement with the content they are learning. IDCV process yielded a high degree of utility for informing the psychometric properties of the TEQ. The quantitative data yielded supportive content, construct, and concurrent-related validity evidence using a sample of middle (n = 115) and high school students (n = 81). The qualitative data revealed item rewording was needed. Moderate to strong test-retest reliability was found for both forms.

Transformative experience refers to learning episodes in which students use ideas from the science classroom to see and experience the world differently in their everyday lives. The construct is defined by three characteristics: (1) motivated use (application of learning in "free-choice" contexts), (2) expansion of perception (seeing objects, events, or issues through the lens of the content), and (3) experiential value (valuing content for how it enriches everyday experience). To enhance conceptions of engagement in science, the current study sought to identify and describe profiles of "transformative" engagement by investigating levels and combinations of the three characteristics of transformative experience. In addition, it examined how learning and instruction relate to these profiles. Sixty-five middle school science students were interviewed and responses were coded for the three characteristics of transformative experience. Scores on these characteristics were used as variables in cluster analysis and representative clusters were identified. Profiles of transformative engagement were developed and described based on these clusters. Profiles representing greater transformative engagement were associated with greater learning. Relative to a comparison condition, instruction designed to foster transformative experience yielded a higher percentage of students in the profile reflecting engagement in a genuine transformative experience.

The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES model in two of his four classes. The findings indicated enhanced engagement and learning, but primarily among students with higher prior engagement and learning. Insights led to revision of the TTES model. In the second year, the revised TTES model was implemented in all the teacher's classes, with another teacher's classes used for comparison. Intervention students demonstrated significantly greater learning and reported significantly higher levels of transformative experience than the comparison students.

Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p < 0.001, partial ?[superscript 2] = 0.271) and equally on a recognition learning measure (p = 0.530). We also found an aptitude-treatment interaction for recognition learning (p = 0.012, partial ?[superscript 2] = 0.034) but not transfer (p = 0.088). Results of goal orientation on learning outcomes were inconclusive.

The concept of natural selection serves as a foundation for understanding diverse biological concepts and has broad applicability to other domains. However, we know little about students' abilities to transfer (i.e. apply to a new context or use generatively) this concept and the relation between students' conceptual understanding and transfer ability. Consequently, the purposes of this study were to describe the patterns of transfer displayed by high school biology students learning about natural selection over time, evaluate their overall level of success at transferring the concept across knowledge domains and examine the relation between conceptual understanding and level of transfer of the concept. Transfer ability and conceptual understanding were assessed using open-response items administered to 138 students in the United States. Based on the responses to these items, we identified particular patterns of surface and deep-level transfer and found that deep-level transfer was uncommon. Further, we found that deep-level transfer and conceptual understanding shared a small but significant relation; surface-level transfer was unrelated. Based on these results, we recommend that teachers explicitly focus on fostering transfer of the concept of natural selection and use specific teaching for transfer strategies, in addition to teaching for conceptual understanding.

Changes in high school students' (n = 94) conceptions of natural selection were examined as a function of motivational beliefs (individual interest, academic self-efficacy), basic prior knowledge, and gender across three assessments (pre, post, follow-up). Results from variable-centered analyses suggested that these variables had relatively little effect on enduring conceptual change; however, academic self-efficacy supported short-term conceptual change for girls. Results from person-centered analyses provided a different picture. Four profiles of motivational beliefs and basic prior knowledge were created using hierarchical cluster analysis: (a) low interest/efficacy, low knowledge; (b) moderate interest/efficacy, low knowledge; (c) moderate-low interest, moderate efficacy, high knowledge; and (d) high interest/efficacy, moderate knowledge. For girls, high interest and efficacy paired with moderate basic prior knowledge (Cluster 4) resulted in the greatest conceptual change. For boys, either moderate interest and efficacy paired with high knowledge (Cluster 3) or high interest and efficacy paired with moderate knowledge (Cluster 4) resulted in the greatest enduring conceptual change. (Contains 2 tables and 3 figures.)

The topic of content appreciation (i.e., developing a broad valuing of curricular content) has not received the attention it deserves. In this article, the authors present Brophy's (2008a; 2008b) model of content appreciation in the context of a hypothetical case study of a teacher trying to foster content appreciation. In doing so, they illustrate and discuss 3 principles central to Brophy's model: (a) teaching worthwhile content, (b) framing content to stimulate appreciation, and (c) scaffolding appreciation within the motivational zone of proximal development. (Contains 1 note.)

A sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose "transformative experience" as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current research constructs such as transfer, conceptual change, and task value in a holistic way. I then provide illustrations of transformative experiences and review the existing research. (Contains 1 figure and 8 footnotes.)

The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to implement the TTES model in conjunction with a conceptual change model and evaluates the impact of these models on students' learning and engagement. In collaboration with the authors, the teacher created three instructional conditions: (a) control (2 classes, 40 students), (b) cognitive conflict (CC, 2 classes, 42 students), and (c) combined TTES and cognitive conflict (TE, 2 classes, 44 students). Descriptive data illustrate how the teacher implemented the models, particular challenges that arose, how the teacher's prior beliefs and goals shaped the implementation, and how experience with the models altered the teacher's beliefs and engagement with the content. Comparative analyses across conditions illustrate that students in the TE condition displayed more transformative engagement in class but did not report a greater level of independent transformative experiences. Regular-level students in the intervention conditions (CC, TE) displayed greater change in basic knowledge and regular-level students in the TE condition displayed more enduring transfer. Honors-level students in the intervention conditions (CC, TE) displayed greater conceptual change, but not greater transfer. (Contains 4 tables, 4 figures and 8 footnotes.)

This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post- and follow-up assessments and (b) transfer at the follow-up assessment. (Contains 4 tables, 1 figure, and 9 footnotes.)

Drawing on the work of Dewey, we present a view of science education from the perspective of art and aesthetics. This perspective places a transformative, aesthetic experience at the forefront of educational objectives. Such experience involves the application of learning in everyday contexts, expansion of perception, and development of an increased interest in science ideas and aspects of the world illuminated by those ideas. We present a pedagogical model focused on fostering transformative, aesthetic experiences. This model involves two general categories of instructional methods: (a) methods of crafting ideas out of concepts, and (b) methods of modeling and scaffolding transformative, aesthetic experiences. We discuss how the methods comprising this pedagogical model relate to established science education methods.

Both transfer and motivation are important constructs accompanied by extensive bodies of literature. However, there is a lack of integration of the 2 constructs. This article analyzes the potential indirect influence of motivational factors on transfer by reviewing studies that examine the influence of motivation on cognitive processes related to transfer. In addition, it reviews studies that examine the direct influence of motivation on transfer. The analysis is focused on 4 motivational constructs: achievement goals, interest, self-efficacy, and intentional transfer. Finally, this article suggests recommendations for future research.

One of the most profound qualities of science is its potential to transform and enrich students' experiences with the world. In prior work, I have conceptualized this quality of science in the construct of transformative experience. In order to illustrate the difference between transformative and nontransformative experience, this article presents the contrasting experiences of two students learning Newton's Laws in a seventh-grade general science class. One student exemplifies engagement in a transformative experience--the learning of Newton's Laws enriches his experience with events of motion in his everyday, out-of-school life. The other student exemplifies the "good" student who is engaged in the class and learns the content, but does not undergo a transformative experience. The experiences of these two students are analyzed and discussed. Recommendations include a need to focus on student experience outside the classroom and engagement with content (as opposed to engagement with peripheral things, such as humor or mere activity).

Analyzes the stories of three teachers/teacher teams who participated in a grant program designed to empower teachers to integrate technology in the classroom. Instead of experiencing empowerment, the teachers/teams experienced alienation. Two sources of alienation were: resources obtained by teachers through grant acquisition disrupted the egalitarian teacher culture, and increased subjective empowerment.(SM)

Examined the effectiveness of two teaching elements (the artistic crafting of content and the modeling and scaffolding of perception and value) at fostering transformative experiences among students in a high school zoology class. Student outcomes were compared to the outcomes of students in a class taught with a case-based method. Significantly more students in the experimental class engaged in some degree of transformative experience. (SM)

Transformative experience represents a deep-engagement construct and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experiences are associated with deep learning (e.g., transfer) and engagement (e.g., academic and career choice) outcomes. However, research on individual factors predictive of transformative experience is limited. The current study investigated university geoscience students' perceptions of a connection to their instructor(s) and perceptions of their instructors' passion for the content as predictors of transformative experience. Controlling for students' initial interest and self-efficacy in the domain, we found both these factors to be predictive of transformative experience. These results suggest science teachers may be able to support engagement in transformative experiences by connecting with students and expressing a passion for the content. [ABSTRACT FROM AUTHOR]

Limb deformity can occur in the pediatric and adolescent populations from multiple etiologies: congenital, traumatic, posttraumatic sequelae, oncologic, and infection. Correcting these deformities is important for many reasons. Ilizarov popularized external fixation to accomplish this task. Taylor expanded on this by designing an external fixator in 1994 with 6 telescoping struts that can be sequentially manipulated to achieve multiaxial correction of deformity without the need for hinges or operative frame alterations. This frame can be used to correct deformities in children and has shown good anatomic correction with minimal morbidity. The nature of the construct and length of treatment affects psychosocial factors that the surgeon and family must be aware of prior to treatment. An understanding of applications of the Taylor Spatial Frame gives orthopedic surgeons an extra tool to correct simple and complex deformities in pediatric and adolescent patients. [ABSTRACT FROM AUTHOR]

Fracture fixation of the medial malleolus in rotationally unstable ankle fractures typically results in healing with current fixation methods. However, when failure occurs, pullout of the screws from tension, compression, and rotational forces is predictable. We sought to biomechanically test a relatively new technique of bicortical screw fixation for medial malleoli fractures. Also, the AO group recommends tension-band fixation of small avulsion type fractures of the medial malleolus that are unacceptable for screw fixation. A well-documented complication of this technique is prominent symptomatic implants and secondary surgery for implant removal. Replacing stainless steel 18-gauge wire with FiberWire suture could theoretically decrease symptomatic implants. Therefore, a second goal was to biomechanically compare these 2 tension-band constructs.Using a tibial Sawbones model, 2 bicortical screws were compared with 2 unicortical cancellous screws on a servohydraulic test frame in offset axial, transverse, and tension loading. Second, tension-band fixation using stainless steel wire was compared with FiberWire under tensile loads. Bicortical screw fixation was statistically the stiffest construct under tension loading conditions compared to unicortical screw fixation and tension-band techniques with FiberWire or stainless steel wire. In fact, unicortical screw fixation had only 10% of the stiffness as demonstrated in the bicortical technique. In a direct comparison, tension-band fixation using stainless steel wire was statistically stiffer than the FiberWire construct. [ABSTRACT FROM AUTHOR]

Although biomechanical and clinical evidence exists regarding smaller compression screws, biomechanical data regarding the larger headless screws are not currently available. Headed and headless 6.5-mm cannulated compression screws were examined, with analysis of interfragmentary compression, insertion torque, and resistance of the construct to a shear force. No significant differences were seen between the maximum insertion torque of the headless or headed screws. Maximum and steady-state compression forces were also not significantly different between groups. Countersinking the headless model 2 mm led to a 77.01% decrease in steady-state compression levels. Shear testing did not reveal any significant differences in peak load at ultimate failure, specimen stiffness, or final block displacement, although a trend to increased peak load and stiffness was seen with the headless specimens.

Compartment syndrome of the calf has received a great deal of attention in the literature. A MEDLINE search was conducted to identify English-language publications pertaining to compartment syndrome of the leg and calf so that principles, recent evidence, and best practices for the diagnosis and treatment of this syndrome could be reviewed. Clinical series that reported outcomes and diagnostic criteria were reviewed and summarized. The currently available evidence is limited to level IV and V studies. Early diagnosis and treatment of compartment syndromes is associated with better results; however, many patients have chronic symptoms after treatment, even when the diagnosis is made promptly and fasciotomy is performed early. Although compartment syndrome of the leg and calf often has been described in the literature, prospective clinical series are lacking, and meaningful outcomes data are scarce. There is a need for further study on functional outcomes of acute compartment syndrome of the calf, with particular attention to diagnosis and treatment.

Compartment syndromes of the forearm, gluteal region, thigh, and foot have not been extensively studied. To provide best-practice recommendations, the available evidence from four systematic reviews of English-language reports with two or more patients with compartment syndromes of the forearm, gluteal region, thigh, and foot were reviewed and compared. For each case of compartment syndrome, the cause, method of diagnosis, treatment options, and outcomes were determined. Most compartment syndromes were caused by trauma, with the exception of gluteal compartment syndrome, which usually resulted from prolonged immobilization and postarthroplasty analgesia. The diagnosis was often based on clinical findings, with compartment pressure measurements performed in approximately 50% of the patients. Compartment pressure measurements of the foot were more commonly obtained (in 64% of the patients). Compartment syndrome of the forearm and thigh were treated surgically in 73% and 100% of patients, respectively. Complications occurred with all four compartment syndromes, with nerve deficits and stiffness being the most common problems. Reports on functional outcomes lacked uniformity and did not allow for meaningful comparisons. Management principles for the less common compartment syndromes are the same as those used in treating compartment syndrome of the calf. Gluteal compartment syndrome usually has a nontraumatic etiology and is less likely to be surgically treated, probably because of major systemic complications and late presentation. Complications are common after these four types of compartment syndrome, but outcomes data are lacking.