Transforming Misconceptions: Exploring the Relationship between Transformative Experience and Conceptual Change

• In Event: Conceptual Change and Beliefs

Abstract

The purpose of this study was to explore the effectiveness of the Teaching for Transformative Experiences in Science (TTES) model (Pugh, 2002) for facilitating conceptual change for evolution concepts as compared to a typical teaching method implemented in science class when learning about evolution. The results revealed that the interaction between time and group was statistically significant, F(1, 53) = 28.25, p < .0005, η2 = .35, indicating a large effect. Implications for conceptual change, teaching evolution, and implementing the TTES model are discussed.

Authors

• Benjamin C. Heddy, University of Southern California

• Gale M. Sinatra, University of Southern California