Inquiry-based science: preparing human capital for the 21st century and beyond.

Permanent URL: http://hdl.handle.net/2047/D20221520
Title:
Inquiry-based science : preparing human capital for the 21st century and beyond
Creator:
Boyd, Yolanda F. (Author)
Contributor:
Conn, Kelly (Advisor)
Conn, Kelly (Committee member)
Young, Carly (Committee member)
Garris-Sha, Lana (Committee member)
Mangawang, Mya M. (Committee member)
Ewell, Sara (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2016
Date Accepted:
June 2016
Date Awarded:
September 2016
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of the curriculum adopted a full inquiry-based approach.
Subjects and keywords:
21st century skills
assessments
college and career readiness
elementary and middle school science
inquiry-based science
next generation science standards (NGSS)
Science -- Study and teaching (Elementary) -- United States
Science -- Study and teaching (Middle school) -- United States
Inquiry-based learning -- United States
Critical thinking -- Study and teaching (Elementary) -- United States
Critical thinking -- Study and teaching (Middle school) -- United States
Problem solving -- Study and teaching (Elementary) -- United States
Problem solving -- Study and teaching (Middle school) -- United States
DOI:
https://doi.org/10.17760/D20221520
Permanent Link:
http://hdl.handle.net/2047/D20221520
Use and reproduction:
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