Seeing Science: Investigating a Mobile Technology-Based Intervention Designed to Foster Transformative Experiences

• In Event: AERA Poster Session 4
  In Poster Session: Motivation in Education SIG Poster Session: Motivation in STEM Contexts

Abstract

Using transformative experience theory as a framework, we investigated the effect of a mobile technology intervention on reported levels of transformative experience (TE), science interest, the development of a science identity, and science learning. Five tenth-grade science classes were divided into control and intervention groups. In the three intervention groups the teacher instructed students to take pictures with their mobile devices when they noticed a connection to unit content and upload these with captions to a private social media group. Analysis of survey data revealed no statistical difference between conditions in levels of TE, science interest, science identity, or learning outcomes. Digital artifacts and student interviews revealed general positive feelings toward the project and reasons for non-participation.

Authors

• Colton Olson, University of Northern Colorado

• Kevin J. Pugh, University of Northern Colorado

• Cassendra M. Bergstrom, University of Northern Colorado

• Simon L Cropp, University of Northern Colorado

• Dylan Patrick James Kriescher, University of Northern Colorado

• Maaly Younis, University of Northern Colorado

• Maha Ben Salem, University of Northern Colorado