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Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-C University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2011 Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses Ioana Alexandra Badara [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Higher Education and Teaching Commons Recommended Citation Badara, Ioana Alexandra, "Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses. " PhD diss., University of Tennessee, 2011. https://trace.tennessee.edu/utk_graddiss/945 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Ioana Alexandra Badara entitled "Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Rita A. Hagevik, Major Professor We have read this dissertation and recommend its acceptance: Ralph Brockett, Gary Skolits, Gina Barclay-MacLaughlin Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Ioana Alexandra Badara entitled “Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Science Courses”. I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education. Dr. Rita A. Hagevik, Major Professor We have read this dissertation and recommend its acceptance: Dr. Gina Barclay-Mclaughlin Dr. Ralph Brockett Dr. Gary Skolits Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Science Courses A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Ioana Alexandra Badara May 2011 Copyright © 2011 by Ioana Alexandra Badara. All rights reserved. ii DEDICATION My son, John Paul, has grown up through my years in graduate school. He has inspired me and kept me strong. John Paul really has been the ultimate reason for me to move ahead and seek answers. This endeavor was born with him and I hope I can make him as proud as he has made me. My husband, Mircea, was unceasing in his patience and held steadfast in his belief in my abilities. He has been supportive of my work and has shared the many uncertainties, challenges and sacrifices for completing this dissertation. My father taught me to go to the top and never give up. He taught me how to ask questions and pursue answers. He gave me the love for everyday learning. He once told me: “If you feel you have nothing to learn one day, start learning a poem and then recite it to someone else.” I feel proud for half of who I am comes from him. This dissertation is dedicated to my son, husband, and to the memory of my father. iii ACKNOWLEDGEMENTS First, I would like to thank my family for their incessant support, guidance, and belief in me. The end result is a degree that is shared among every member of our family. Particularly, I would like to thank my mother-in-law, whose unending patience, wisdom, and love, helped us all during critical times, and who will remain my beacon. I am grateful for so many things pertaining to my graduate school experience. My learning experience at the University of Tennessee has been one of great privilege. I have been surrounded by wonderful people who have inspired and strengthened me in different ways through this process toward my dissertation. Their disposition, level of professionalism, and human warmth never cease to amaze me. I am thankful for my mentors who pointed me in the right direction. Your thoughtful comments on this dissertation have made the process a wonderful learning experience. In particular, I would like to thank my chair, Dr. Rita Hagevik, who has given me guidance throughout this process and faithfully walked beside rather than in front of me on my path of development. Her ability to identify the weaknesses in my research and suggest possible routes to take has helped me improve my scholarly production. She has also provided me with numerous opportunities to learn about what it means to be a science teacher educator, including writing research articles, presenting at local and national conferences, and conducting research. For all those opportunities I am most grateful. I would also like to thank the other members of my committee, Dr. Ralph Brockett and Dr. Gary Skolits, whose constructive comments and guidance were truly appreciated. I am also thankful for the insightful remarks that Dr. Gina Barclay- Mclaughlin had regarding the interview process. Above all, one professor who has tremendously contributed to this dissertation is Dr. David Schumann. He has inspired and guided me despite not being on my dissertation committee. His human quality is exceptional and his scholarship is outstanding. His unrelenting support and encouragement were crucial in conducting my dissertation research. As the inaugural Director of TENN TLC, he was surrounded by an iv extraordinary group of dedicated people whom I feel enriched to consider my friends: Dorothy Stulberg, Michelle Anderson, Taimi Olsen, Chutney Walton, Ferlin McGaskey, and Thelma Woodard. Our periodic discussions were rich sources of inspiration not only for my dissertation research, but also in many other aspects. I will never forget Dr. Claudia Melear, the professor who encouraged me to explore the field of Science Education and literally brought me into the doctoral program. Her mentorship was inspiring and I am ever grateful for starting my first “inquiry” under her auspices. I am unable to imagine my doctoral studies without my friends from Lincoln Memorial University, who contributed to the process in many good ways, sometimes even without knowing. First, I am grateful to Dr. Aggy Vanderpool, who brought me to LMU and had confidence in my abilities. Her mentorship was crucial to my development as a teacher as much as her friendship was. I would also like to thank Dr. Stephen Everly for his support and kind guidance. He is a skilful leader and has an exceptional personality. Roy Wilcox spent many hours talking with me and helping me clarify my thoughts. Tanya Noah and Jennifer Wampner lifted up my spirits and proved to be just wonderful. I have great friends who will stay in my heart regardless of where I am. The Hodges‟ and the Sayanis‟ were always by my side. My life is enriched for they are part of it. Last but not least, I would like to thank all my students who were an important source of inspiration, motivation and strength. You taught me what no other teacher did! v ABSTRACT Previous studies have reported high attrition rates in large-enrollment science courses where teacher-centered instruction was prevalent. The scientific literature provides strong evidence that student-centered teaching, which involves extensive active learning, leads to deepened learning as the result of effective student engagement. Consequently, professional development initiatives have continually focused on assisting academics with the implementation of active learning. Generally, higher education institutions engage faculty in professional development through in-service workshops that facilitate learning new teaching techniques in a specific context. These workshops usually do not include self-scrutiny concerning teaching or do they provide continuous support for the implementation of strategies learned in the workshop. The purpose of this study was to explore the influence of a professional development program that consisted of a workshop focused on the implementation of active learning in large science courses and extended to include post-workshop activities, on participants‟ enactment of teaching practices introduced in the workshop. More specifically, through a qualitative methodology and employing transformative learning theory, this work evaluated the influence of science instructors‟ engagement in dialogue and critical self-reflection on their teaching approaches and practices. Engagement in critical reflection was facilitated through watching of teaching videotapes followed by participants‟ engagement in dialogue about teaching with the researcher. Findings suggest that providing continuous post-workshop support by fostering engagement
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