Updated 8/11

Academic degrees

Ph.D.

2000

Michigan State University

Educational Psychology

(Specialization: Learning and Cognition)

B.S.

1994

Brigham Young University

Major: Psychology; Minor: Geology

(Honors program; secondary ed. certification)

 

Statement of Interest

General interests: Motivation, Science Education, Transfer, Conceptual Change, Deweyan Philosophy, Design-Based Research.

Research focus: I am developing a theory of experience, so that we can better address the issue of why school learning often fails to make a difference in students' everyday, out-of-school experience. Specifically, my work focuses on investigating transformative experience -- experiences where students actively use curricular concepts to see and experience the world in a personally meaningful, new way. I use Dewey’s work (particularly his aesthetics) as a basis for conceptualizing transformative experience. In addition, I study influences on transformative experience, methods of teaching for transformative experience, and the relationship between transformative experience and enduring understanding in the context of science education. Click here for a description of my research program and click here to see an example of teaching for transformative experiences.

 

Teaching Philosophy

Click here to view my teaching philosophy.

Professional experience

Associate Professor, University of Northern Colorado ('08 - present).

Assistant Professor, University of Northern Colorado ('06 - '07).

Assistant Professor, University of Toledo ('00 - '06).

  • Courses taught @ Toledo:

    • Instructor, Michigan State University (Aug. `95 - Dec. `96).

  • Course taught: TE 150 "Reflections on Learning."
    •

    Curriculum developer, Knowledge Gain, Orem, UT (Sept. `94 – Aug. `95).

    Reviewer:

    Publications

    Pugh, K. J., & Phillips, M. M. (in press). Helping students develop an appreciation for school content. Theory into Practice.

    Linnenbrink-Garcia, L., Pugh, K. J., Koskey, K. L. K., & Stewart, V. (in press). Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge. Journal of Experimental Education.

    Pugh, K. J. (2011). Transformative experience: An integrative construct in the spirit of Deweyan pragmatism. Educational Psychologist, 46, 107-121.

    Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher's experience. Cognition and Instruction, 28, 273-316.

    Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1-28.

    Pugh, K. J., & Girod, M. (2007). Science, art and experience: Constructing a science pedagogy from Dewey's aesthetics. Journal of Science Teacher Education, 18, 9-27.

    Pugh, K. J. (2006). [Review of the book Aesthetic experience in science education: Learning and meaning-making as situated talk and action]. Science Education, 90, 956-959.

    Pugh, K. J. & Bergin, D. (2006). Motivational Influences on Transfer. Educational Psychologist, 41, 147-160.

    Pugh, K. J., & Bergin, D. (2005). The effect of schooling on students' out-of-school experience. Educational Researcher, 34(9), 15-23.

    Pugh, K. J. (2004). Newton's Laws beyond the classroom walls. Science Education, 88, 182-196.

    Dolgoff, J., Lipscomb, G. G., Pugh, K., Beltyukova, S., & Pinto, N. (2003). Experiments in membrane separation processes delivered through the Internet. Proceedings of the American Society for Engineering Education Annual Conference, Nashville, TN.

    Pugh, K. J., & Zhao, Y. (2003). Stories of teacher alienation: A look at the unintended consequences of a bottom-up reform. Teaching and Teacher Education, 19, 187-201.

    Pugh, K. J. (2002). Teaching for transformative experiences in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104, 1101-1137.

    Zhao, Y., Pugh, K., Byers, J., & Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104, 482-515.

    Wong, E. D., Pugh, K. J., & The Dewey Ideas Group at Michigan State University. (2001). Learning science: A Deweyan perspective. The Journal of Research in Science Teaching, 38, 317-336.

    Zhao, Y., Byers, J., Pugh, K., & Sheldon, S. (2001). What's worth looking for? Issues in educational technology research. In W. Heineke & J. Willis (Eds.), Research methods for educational technology: Vol. 1. Methods of evaluating educational technology (pp. 269-296). Greenwich, CT: Information Age.

    Zhao, Y., Byers, J., Mishra, P., Topper, A., Chen, H., Enfield, M., Ferdig, R., Frank, K., Pugh, K., & Tan, S. H. (2001). What do they know? A comprehensive portrait of exemplary technology-using teachers. Journal of Computing in Teacher Education, 17(2), 24-36.

    Pugh, K. J. (2000) Idea-based, transformative experiences in science: What are they and how do you foster them? Ph.D dissertation, Michigan State University.

    Pugh, K. J. (2000). Creativity and metaphoric thinking. Folklore Forum, 31(1), 53-54.

    Wong, E. D., Packard, B., Girod, M., & Pugh, K. J. (2000). The opposite of control: A Deweyan perspective on intrinsic motivation in "After 3" technology programs. Computers in Human Behavior, 16, 313-338.

    Prawat, R. S., & Pugh, K. J. (1998). [Review of the book School didactics and learning]. American Journal of Education, 106(4), 583-586.

    Presentation

    Pugh, K. J., Schmidt, K., Russell, C., & Heddy, B. (2010, April). Fostering transformative experiences in science: A design-based study. Paper presented at the American Educational Research Association annual conference, Denver, CO.

    Russell, C., & Pugh, K. J. (2010, April). Goal orientation and performance in a problem-based learning environment. Paper presented at the American Educational Research Association annual conference, Denver, CO.

    Pugh, K. J., Schmidt, K., Koski, K., & Heddy, B. (2009, April). Motivation as a goal in its own right: One teacher's experience in teaching for transformative experiences. Paper presented at the American Educational Research Association annual conference, San Diego, CA.

    Linnenbrink-Garcia, E. & Pugh, K. J. (2009, April). Changing students' conceptions of natural selection: The role of individual interest. Paper presented at the American Educational Research Association annual conference, San Diego, CA.

    Koskey, K. L. K., Stewart, V. C., Pugh, K. J., & Linnenbrink, E. A. (2008). An investigation of a measure of transformative experience: Assessing in-class and out-of-class engagement.Paper presented at the American Educational Research Association annual conference, NY.

    Pugh, K. J., Linnenbrink, E. A., Kelly, K. L., Manzey, C., & Stewart, V. C. (2007, April). Learning to teach for conceptual change and transformative experience.Paper presented at the American Educational Research Association annual conference, Chicago, IL.

    Pugh, K. J., Manzey, C., Linnenbrink, E. A., Stewart, V. C., & Kelly, K. L. (2007, April). Transfer of the concept of Natural Selection.Paper presented at the American Educational Research Association annual conference, Chicago, IL.

    Girod, M., Pugh, K. J., & Pardales, M. J. (2007, April). A descriptive study of helping teachers learn to teach for transformative, aesthetic experiences.Paper presented at the American Educational Research Association annual conference, Chicago, IL.

    Linnenbrink-Garcia, E. A., Pugh, K. J., Kelly, K. L., Stewart, V. C., & Manzey, C. (2007, March). Developing conceptual understanding and engagement in high school biology: The role of interest, efficacy, and prior knowledge.Paper presented at the biannual meeting of the Society for Research on Child Development, Boston, MA.

    Manzey, C., Pugh, K. J., Kelly, K., & Stewart, V. (2006, June). Misconceptions in natural selection: Conceptual change through time in Biology classrooms. Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

    Pugh, K. J., Linnenbrink, E. A., Kelly, K., Manzey, C., & Stewart, V. (2006, April). Motivation, learning, and transformative experience: A study of deep engagement in science. Paper presented at the American Educational Research Association annual conference, San Francisco, CA.

    Pugh, K. J., & Girod, M. (2005, April). Transformative experience: Conceptualization, illustration, and pedagogy. Paper presented at the American Educational Research Association Annual Conference, Montréal, QC.

    Pugh, K., Kleshinski, O., Linnenbrink, E. A., & Fox, C. M. (2004, April). Transformative experiences in science: Using Rasch to develop a quantitative measure. Paper presented at the American Educational Research Association Annual Conference, San Diego, CA.

    Pugh, K. J., & Bergin, D. (2003, April). Motivation and Transfer: A Critical Review. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.

    Girod, M., Cavanaugh, S., Pardales, M., Wong, D., Pugh, K. (2003, April). Leveling the playing field: Teaching and learning science for aesthetic understanding. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.

    Pugh, K. J., & Bergin, D. (2002, April). Review of the literature on the effect of education on students' out-of-school experience. Paper presented at the American Educational Research Associations Annual Conference, New Orleans, LA.

    Pugh, K. J., & Girod, M. (2002, April). What Dewey's aesthetics has to offer education. Paper presented at the American Educational Research Associations Annual Conference, New Orleans, LA.

    Pugh, K. J. (2001, April). Using concepts to foster enriched experiences in students' everyday lives. Paper presented at the American Educational Research Association conference, Seattle, WA.

    Pugh, K. J. (2001, March). Vygotskian and Deweyan perspectives on conceptual development and change: The significance of using person-world relationships as the unit of analysis. Paper presented at the National Association for Research in Science Teaching conference, Saint Louis, MO.

    Pugh, K. J., & Zhao, Y. (2001, April). Stories of teacher alienation: A look at the unintended consequences of a bottom-up reform. Paper presented at the American Educational Research Association conference, Seattle, WA.

    Wong, E. D., Packard, B., Girod, M., & Pugh, K. J. (2000, April). The opposite of control: A Deweyan perspective on intrinsic motivation in "After 3" technology programs. Paper presented at the American Educational Research Association conference, New Orleans, LA.

    Wong, E. D., Pugh, K. J. (2000, April). Learning science: A Deweyan perspective. Paper presented at the National Association for Research in Science Teaching conference, New Orleans, LA.

    Zhao, Y., Pugh, K. J., Sheldon, S., & Byers, J. (2000, April). Top-down, bottom-up, or somewhere in between: An evaluative study of teacher initiated classroom technology innovations supported by a state grant program. Paper presented at the American Educational Research Association conference, New Orleans, LA.

    Pugh, K. J. (1999, April). A Deweyan view on the moral function of disciplinary ideas. Paper presented at the American Educational Research Association Conference, Montreal, Canada.

    Pugh, K. J. (1999, April). From an experience to idea-based experience: Applying Dewey's aesthetics to education. Paper presented at the American Educational Research Association conference, Montreal, Canada.

    Pugh, K. J. (1999, March). The undergoing of an idea-based experience: Its significance and relation to other types of engagement. Paper presented at the National Association for Research in Science Teaching conference, Boston, MA.

    Wong, E. D., Pugh, K. J., Worthington, V., Girod, M., Packard, B., & Thomas, T. (1999, April). Documentary film as educational research. Paper presented at the American Educational Research Association, Montreal, Canada.

    Pugh, K. (1998, April). Seeing the world anew: A case study of ideas, engagement, and transfer in a three year old. Paper presented at the American Educational Research Association Conference, San Diego, CA.

    Grants

    Pugh, K. J. (2008). A design-based approach to fostering transformative learning in middle school science. REDI Fellowship Program, University of Northern Colorado. Amount of award: $20,000.

    Linnenbrink, E. A. (PI), & Pugh, K. J. (Co-PI). (2005). Conceptual change, transfer, and transformative experience in science: The role of motivational factors. Jacobs Foundations. Amount of award: $40,356.

    Pugh, K. (2003). Measuring transformative experience. The University of Toledo Summer Research Award and Fellowship Program. Amount of award: $9,030.

    Lipscomb, G. (PI), Pugh, K. (Co-PI), & Fox, C. (Co-PI). (2002). Internet-based Unit Operations Laboratories. National Science Foundation. Amount of award: $146,829.

    Awards

    Professional Associations

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