Kevin J Pugh
Kevin J Pugh
Professor of Educational Psychology, University of Northern Colorado
Verified email at
Cited by
Cited by
Conditions for classroom technology innovations
Y Zhao, K Pugh, S Sheldon, J Byers
Teachers college record 104 (3), 482-515, 2002
Motivational influences on transfer
KJ Pugh, DA Bergin
Educational psychologist 41 (3), 147-160, 2006
Motivation, learning, and transformative experience: A study of deep engagement in science
KJ Pugh, L Linnenbrink‐Garcia, KLK Koskey, VC Stewart, C Manzey
Science Education 94 (1), 1-28, 2010
Learning science: A Deweyan perspective
P Mishra, V Worthington, M Girod, B Packard, C Thomas
Journal of research in science teaching 38 (3), 317-336, 2001
Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics
KJ Pugh, M Girod
Journal of Science Teacher Education 18 (1), 9-27, 2007
Transformative experience: An integrative construct in the spirit of Deweyan pragmatism
KJ Pugh
Educational Psychologist 46 (2), 107-121, 2011
Teaching for idea-based, transformative experiences in science: An investigation of the effectiveness of two instructional elements
K Pugh
Teachers College Record 104 (6), 1101-1137, 2002
Newton's laws beyond the classroom walls
KJ Pugh
Science Education 88 (2), 182-196, 2004
The effect of schooling on students’ out-of-school experience
KJ Pugh, DA Bergin
Educational Researcher 34 (9), 15-23, 2005
Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge
L Linnenbrink-Garcia, KJ Pugh, KLK Koskey, VC Stewart
The Journal of Experimental Education 80 (1), 45-68, 2012
Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher's experience
KJ Pugh, L Linnenbrink-Garcia, KLK Koskey, VC Stewart, C Manzey
Cognition and Instruction 28 (3), 273-316, 2010
What do they know? A comprehensive portrait of exemplary technology-using teachers
Y Zhao, J Byers, P Mishra, A Topper, H Chen, M Enfield, R Ferdig, ...
Journal of computing in teacher education 17 (2), 24-36, 2001
Stories of teacher alienation: A look at the unintended consequences of efforts to empower teachers
KJ Pugh, Y Zhao
Teaching and Teacher Education 19 (2), 187-201, 2003
Bigger is not always better: Should educators aim for big transformative learning events or small transformative experiences?
B Heddy, K Pugh
Journal of Transformative Learning 3 (1), 52-58, 2015
Applying the mixed methods instrument development and construct validation process: The transformative experience questionnaire
KLK Koskey, TA Sondergeld, VC Stewart, KJ Pugh
Journal of Mixed Methods Research 12 (1), 95-122, 2018
Profiles of transformative engagement: Identification, description, and relation to learning and instruction
KJ Pugh, CM Bergstrom, B Spencer
Science Education 101 (3), 369-398, 2017
Museums as contexts for transformative experiences and identity development
JK Garner, A Kaplan, K Pugh
Journal of museum education 41 (4), 341-352, 2016
The opposite of control: A Deweyan perspective on intrinsic motivation in “After 3” technology programs
D Wong, B Packard, M Girod, K Pugh
Computers in Human Behavior 16 (3), 313-338, 2000
Supporting deep engagement: The teaching for transformative experiences in science (TTES) model
KJ Pugh, CM Bergstrom, BC Heddy, KE Krob
The Journal of Experimental Education 85 (4), 629-657, 2017
Effects of problem-based learning on recognition learning and transfer accounting for GPA and goal orientation
CM Bergstrom, KJ Pugh, MM Phillips, M Machlev
The Journal of Experimental Education 84 (4), 764-786, 2016
The system can't perform the operation now. Try again later.
Articles 1–20