Having the JourneyPhysics Education and Transformative Experiences

“The map is not the substitute for a personal experience. The map does not take the place of an actual journey. . . . But the map, a summary, an arranged and orderly view of previous experiences, serves as a guide to future experience” John Dewey, The Child and the Curriculum

Motivated UseExpansion of PerceptionExperiential Value

Transformative Experience

1a 1b 2a 2b 2c 3a 3b0123456789

Motivated UseExpansion of PerceptionExperiential Value

Subluster

Scor

e

1 (low) 1a 1b2 (medium)2a 2b 2c 3 (high) 3a 3b0%

10%

20%

30%

40%

50%

60%

Cluster & Subclusters

Perc

enta

ge o

f St

uden

ts

Prevalence of Transformative

Experiences

Why Don’t Students Undergo Transformative

Experiences?

1 (low) 1a 1b2 (medium)2a 2b 2c 3 (high) 3a 3b0%

10%

20%

30%

40%

50%

60%

Cluster & Subclusters

Perc

enta

ge o

f St

uden

ts

Prevalence of Transformative

Experiences

1 (low) 1a 1b 2 (medium) 2a 2b 2c 3 (high) 3a 3b0%

10%

20%

30%

40%

50%

60%

ControlTTES

Cluster & Subclusters

Perc

enta

ge o

f St

uden

ts

Prevalence of Transformative

Experiences

Frame Content as Ideas

Scaffold Re-Seeing

Model Transformative Experiences

Teaching for Transformative

Experiences

Frame Content as Ideas

Frame Content as Ideas

Select Content Worth TeachingUse Compelling MetaphorsFoster Idea-Based AnticipationEmphasize the Experiential Value

Scaffold Re-SeeingIdentify Re-Seeing Opportunities

Use Experientially Anchored Instruction

Use Real-World Updates

Identify Re-Seeing

Opportunities

Experientially Anchored Instruction

Have students identify and share experiences related to the content.Develop case studies out of the shared experiences.

Have students investigate these case studies.

Real-World Updates

Model Transformative Experiences