Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

Almost a decade ago, the state of Iowa used the Next Generation Science Standards’ (NGSS) performance expectations as the basis for its state science standards for K-12 students. Several key changes were implemented within these standards, including an increase in the amount of Earth and space science content at the high school level and a three-dimensional approach interweaving science and engineering practices and crosscutting concepts along with disciplinary core ideas. In this dissertation, I used a three-paper format in an explanatory sequential mixed methods design to explore how districts in Iowa are using scope and sequence to address the NGSS. Since there is not a prescribed sequence of courses, just standards, this study can inform district personnel and teachers who are considering a new course sequence, information that is lacking from the literature.

The first paper is a descriptive analysis of the scope and sequence of required science courses in Iowa high schools. Among the 291 Iowa school districts, there are 41 different course sequences. After making some general observations, these course sequences were then divided into seven broad groupings. Overall, it appears as if the most common course sequence in Iowa is physical science in 9th grade, biology in 10th grade, and an elective course in 11th grade. Among the districts that use this sequence, around half of them integrate Earth and space science content with the physical science material. It also appears as if approximately one-third of Iowa school districts do not require students to have Earth and space science content in their required sequence.

In the second study, the broad course groupings were used to determine the relationship between the required course sequences and performance on ISASP science tests. Through one-way ANOVA and multiple linear regression models, the sequence of science classes were not significant predictors of proficiency on the grade 10 science ISASP exam taken in 2024. Significant predictors of performance on the grade 10 science ISASP exam were proficiency on the grade 10 math exam, chronic absenteeism, and race.

The final study was a qualitative study using semi-structured interviews of 18 high school science teachers in Iowa analyzed through a multiple case study. These teachers were selected such that at least two teachers from each grouping were able to share their experiences and perceptions of the benefits and drawbacks of their scope and sequence. During the interviews, it became apparent that while students may have more limited exposure to Earth and space science content than what is expected in the standards, every teacher I interviewed has some aspect of Earth and space science in their district. Half of the cases in this study used course sequences that did not use physical science as the first course in the sequence, which was purposefully done due to mathematical reasoning skills of 9th grade students. Cases that did have physical science in the 9th grade used universal design, scaffolding, or collaborated with middle school or math teacher colleagues to present the material. Overall, teachers across all cases have implemented teaching strategies advocated in the NGSS: 3-dimensional emphasis, phenomena based instruction, or engineering and design processes. In addition, teachers have advocated for their students to do what is best for them, often resulting in changes in instructional design, curriculum, or course sequences.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Jesse Wilcox

Date Original

5-2025

Object Description

1 PDF (xii, 279 pages)

Language

en

File Format

application/pdf

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