Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills

246 Pages·2014·1.71 MB·English

by  Grano Robert

UNIVERSITY OF CALIFORNIA, SAN DIEGO

CALIFORNIA STATE UNIVERSITY, SAN MARCOS

Problem-based Science Inquiry:
Challenges and Possibilities for Addressing 21st Century
Skills

A dissertation submitted in partial satisfaction of the
requirements for the degree of Doctor of Education

in

Educational Leadership

by

Nahid Nariman

Committee in charge:

University of California, San Diego

Carolyn Huie Hofstetter, Chair
Janet Chrispeels, Co-Chair

California State University, San Marcos

Katherine Hayden

2014
©
Nahid Nariman, 2014
All rights reserved

DEDICATION

I would like to dedicate this dissertation to my mother, Simin, who believed in me
and transferred her love of knowledge to me, and to my daughter, Anahid, whose love
kept me warm and her constant support and edits made this possible. Also, to my
husband, Seyfi, the true love of my life who has always supported me and without whom
life becomes meaningless. Last but not least, to my son, Armin whose path is just
beginning and I cannot wait to see where he goes.

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Table of Contents
Problem-based Science Inquiry:Challenges and Possibilities for Addressing 21st Century
Skills ................................................................................................................................1
LIST OF FIGURES ................................................................................................................... vii
LIST OF TABLES .................................................................................................................... viii
ACKNOWLEDGEMENTS ......................................................................................................... ix
VITA ....................................................................................................................................... x
ABSTRACT OF THE DISSERTATION ........................................................................................ xii
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Context of the Problem ...................................................................................................... 1
Statement of the Problem .................................................................................................. 8
Purpose of the Study ........................................................................................................ 13
Theoretical Frameworks ................................................................................................... 14
Methods ........................................................................................................................... 17
Significance of the Study ................................................................................................... 19
Definition of Key Terms .................................................................................................... 21
Endnotes .......................................................................................................................... 23
CHAPTER TWO: REVIEW OF RELATED LITERATURE ............................................................... 24
Introduction ..................................................................................................................... 24
Current Learners............................................................................................................... 31
21st Century Schooling ...................................................................................................... 32
Emergence of New Standards ........................................................................................... 38
Traditional Way of Teaching: Direct Instruction ................................................................ 41
The Need for a Shift in Teaching Strategies ....................................................................... 43
Theoretical frameworks .................................................................................................... 47
Endnotes .......................................................................................................................... 61
CHAPTER THREE: MOVING TO STUDENT-CENTERED CLASSROOMS: CHALLENGES AND
BENEFITS OF IMPLEMENTING INQUIRY DESIGNS FOR DEEP LEARNING (IDDL) ..................... 62
Introduction ..................................................................................................................... 62
Literature Review and Conceptual Frameworks ................................................................ 65
Methodology .................................................................................................................... 71
Results .............................................................................................................................. 80
Discussion ........................................................................................................................ 97
Summary ........................................................................................................................ 104
Implications for Practice ................................................................................................. 105
Areas for Future Research .............................................................................................. 106
Endnotes ........................................................................................................................ 108
Introduction and Background to the Problem ................................................................. 109
Literature Review ........................................................................................................... 112
Methodological Approach .............................................................................................. 118
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Results ............................................................................................................................ 131
Summary ........................................................................................................................ 170
Future Research ............................................................................................................. 172
Endnotes ........................................................................................................................ 173
CHAPTER FIVE: CONCLUSION ............................................................................................. 174
Overview of the Problem ................................................................................................ 174
Conceptual Framework ................................................................................................... 176
Review of Methods ......................................................................................................... 178
Summary of Findings ...................................................................................................... 179
Conclusions .................................................................................................................... 186
Implications .................................................................................................................... 188
Limitations...................................................................................................................... 196
Areas for Further Research ............................................................................................. 197
Concluding Remarks ....................................................................................................... 198
Appendix A......................................................................................................................... 199
Interview questions for teachers .................................................................................... 199
Appendix B ......................................................................................................................... 201
Classroom Observation Protocol ..................................................................................... 201
Appendix C ......................................................................................................................... 203
Student Pre-Post Teamwork Survey ................................................................................ 203
Appendix D ........................................................................................................................ 205
Appendix E ......................................................................................................................... 206
Classroom Observation Protocol ..................................................................................... 206
Appendix F ......................................................................................................................... 208
Student Focus Group Questions ...................................................................................... 208
Appendix G ........................................................................................................................ 209
Teachers Focus group Question ...................................................................................... 209
References ......................................................................................................................... 211

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LIST OF FIGURES
Figure 1.1. Phase I and Phase II of Data Collection .................................................. 19

Figure 2.1. Visual Representation of Primary and Secondary Forces
Affecting 21st Century Schools ............................................................... 25

Figure 2.2. The Rigor/Relevance Framework Adapted from Daggett (2005) ............. 59

Figure 3.1. Collaborative Interactions in a Distributed Cognition Environment ........ 98

Figure 4.1. The Rigor/Relevance Framework Adapted from Daggett (2005) ........... 117

Figure 4.2. Inquiry Continuum: An Instructional Strategy Model for Implementing
Inquiry (Burke, under review)............................................................... 122

Figure 4.3. Inquiry Designs for Deep Learning Process .......................................... 124

Figure 4.4. The Engineering Design Process........................................................... 146

Figure 4.5. 5E, Continuum of Inquiry, and the Rigor/Relevance Framework .......... 161

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LIST OF TABLES
Table 3.1. Teachers’ Demographics ........................................................................ 75

Table 3.2. Summary of Codes, Categories Related to Two Major Themes: Students’
Lack of Experience with Inquiry and Teachers’ Challenge in Moving to
Student-centered Instruction ................................................................... 78

Table 3.3. Summary of Students’ Pre and Post Survey Results Comparing the
“Always” Result ..................................................................................... 87

Table 3.4. Data Analysis through the Conceptual Framework of Constructionism ... 92

Table 3.5. Data Analysis through the Conceptual Framework of Distributed
Cognition ............................................................................................... 93

Table 4.1. Types of Data Collected ....................................................................... 127

Table 4.2. Identifying How Teachers Unfolded the 5E Process in the First Week .. 133

Table 4.3. Types of Student Generated Questions Based on the IDDL Questions to
Guide Inquiry Rubric ............................................................................ 157

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ACKNOWLEDGEMENTS
There are many people to whom I am grateful. First and foremost I am grateful to my
chair, Janet Chrispeels. Janet, thank you for the countless hours of advice you have given
me. Through your leadership, supervision, direction, and guidance, this journey became an
amazing period of my life. You have been a role model and I will forever be grateful for
your constant encouragement.
This research, also, could not have been possible without the cooperation and
participation of the research participants. I am especially thankful to the teachers who
invited me to their many grade level team meetings and into their classrooms with open
hearts.
My committee members, Dr. Carolyn Huie Hofstetter, and Dr. Katherine Hayden
have been an incredible team. Your support and understanding are really appreciated. Also, I
am thankful to Sammy’s Woodfried pizza that helped me in this journey by feeding Seyfi and
Armin those nights that I had my classes.
Chapter 3, in part, is currently being prepared for submission for publication of the
material. Nariman, Nahid; Chrispeels, Janet. The dissertation author was the primary
investigator and author of this material.
Chapter 4, in part is currently being prepared for submission for publication of the
material. Nariman, Nahid; Chrispeels, Janet; and Karwan, Vanessa. The dissertation author
was the primary investigator and author of this material.

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VITA
Experience

TIDES, Transformative Inquiry Design for Effective schools and Systems

2011 - Present Director of Research

Solana Beach School District
2002 – 2011 Computer Resource Assistant – Staff developer

2000 - 2002 Computer Instructor

Del Mar School District
1998 – 2000 Computer Instructor

Education

2014 Doctor of Education, Educational Leadership
University of California, San Diego/California State University,
San Marcos Joint Doctoral Program

1990 Master of Arts in Education
University of Carleton, Canada

1992 Bachelor of Arts in Education
University of Ottawa, Canada

1980 Bachelor of Arts in Psychology
Shiraz University, Iran

Credentials

Multiple Subjects with Technology emphasis
PROFESSIONAL EDUCATIONAL PRESENTATIONS
Nariman, N., Chrispeels, J., Karwan, V. (2014). Problem-Based Inquiry: Innovation in
Practice and Learning. Paper to be presented at the American Educational Research
Association, April 3-7, Philadelphia, PA.
Hayden, K., Nariman, N. (2014). Probing innovative and effective online pedagogical
practices: Faculty perceptions on the future of cybereducation. Poster to be presented at
the American Educational Research Association, April 3-7, Philadelphia, PA.
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