Transformative Experience in an Informal Science Learning Program about Climate Change

Autor/inn/en	Littrell, Megan K.; Gold, Anne U.; Koskey, Kristin L. K.; May, Toni A.; Leckey, Erin; Okochi, Christine
Titel	Transformative Experience in an Informal Science Learning Program about Climate Change
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 6, S.1010-1034 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Littrell, Megan K.) ORCID (Gold, Anne U.) ORCID (Koskey, Kristin L. K.) ORCID (May, Toni A.) ORCID (Leckey, Erin) ORCID (Okochi, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21750
Schlagwörter	Transformative Learning; Scores; Science Instruction; Learning Experience; Informal Education; Climate; Place Based Education; Story Telling; Comparative Analysis; Middle School Students; High School Students; Films; Student Attitudes; Science Programs; Creative Activities + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernerfahrung; Informelle Bildung; Nichtformale Bildung; Klima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Film; Schülerverhalten
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 tool can be useful to assess transformative experiences in an informal learning program is provided. The Lens On Climate Change (LOCC) program combined a place-based approach to learning with creative expression through storytelling, as middle and high school participants created short films about the impacts of climate change in their communities. Our findings suggest the LOCC participants had a transformative experience with regards to their learning about climate change as illustrated in greater post-program TEQ scores over a comparison group of research participants who did not engage in the LOCC program. The program was also transformative for both middle and high school students. Results are discussed within theoretical frameworks for designing informal transformative science learning experiences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01