The Relationship between Science Curriculum Aligned to Common Core State Standards and

160 Pages·2017·0.86 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
The Relationship between Science Curriculum
Aligned to Common Core State Standards and
Scientific Literacy
Amber Lee Struthers
Walden University
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Walden University

College of Education

This is to certify that the doctoral dissertation by

Amber Struthers

has been found to be complete and satisfactory in all respects, and that any and all
revisions required by the review committee have been made.

Review Committee

Dr. Wade Smith, Committee Chairperson, Education Faculty Dr. Deanna Boddie,
Committee Member, Education Faculty Dr. Jose Cossa, University Reviewer, Education
Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University

2015
Abstract

The Relationship between Science Curriculum Aligned to Common Core State Standards
and Scientific Literacy
by
Amber Struthers

MS, Biology, University of Arizona, 2011
MEd, Elementary Education, Arizona State University, 2009
BS, Life Sciences, Arizona State University, 2005
BEd, Secondary Education, Arizona State University, 2005

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy in Education

Walden University
October 2015
Abstract
Supporting the development of scientifically literate students is a priority in public school
education, and understanding how that development is influenced by the Common Core
State Standards is vital to quality science education. However, little quantitative research
has been conducted about how the Common Core State Standards impact science
education. The purpose of this quasi-experimental study was to determine how the
alignment of science curriculum and instruction to the Common Core English Language
Arts State Standards impacts the development of students’ scientific literacy skills.
Bybee’s framework for scientific literacy provided the theoretical framework.
Participants included 7 middle school students in Grades 5-8 in a rural community
located in the western region of the United States. The summer school science
intervention teacher integrated Common Core English Language Arts Standards into a
biological science curriculum developed by Marsh. Scientific literacy was determined by
student results on released items from the 2011 Trends in International Mathematics and
Science Study. Results from assessments in this study indicated an improvement of 5.5%
when comparing pre to posttest scores in scientific literacy, though not statistically
significant when analyzed using ANOVA. Recommendations include a need to increase
research in rural education about scientific literacy for K-12 students, and about the
impact of Common Core State Standards on science instruction. This study contributes
to positive social change by providing educators and researchers with a deeper
understanding of how to improve science literacy for all students.
The Relationship between Science Curriculum Aligned to Common Core State Standards
and Scientific Literacy
by
Amber Struthers

MS, Biology, University of Arizona, 2011
MEd, Elementary Education, Arizona State University, 2009
BS, Life Sciences, Arizona State University, 2005
BEd, Secondary Education, Arizona State University, 2005

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy in Education

Walden University
October 2015
Table of Contents

List of Tables .......................................................................................................................v
Chapter 1: Introduction to the Study ....................................................................................1
Background 4
Statement of Problem 6
Purpose of Study 7
Research Questions and Hypotheses 8
Theoretical Framework 9
Nature of the Study ……..10
Definition of Terms 12
Assumptions 13
Scope and Delimitations 14
Limitations 15
Significance 16
Impact on Social Change 16
Summary 17
Chapter 2: Literature Review .............................................................................................19
Literature Search Strategy 21
Theoretical Framework for Scientific Literacy 21
Rural Education 27
Common Core State Standards 30
i
Common Core English and Language Arts State Standards 35
Reading Standards 35
Writing Standards 37
Speaking and Listening Standards 37
Common Core State Standards and Science Instruction 38
Goals for Science Education 39
Scientific Literacy 43
Definitions of Scientific Literacy 43
History of Scientific Literacy 45
Need for Scientific Literacy 46
Goals for Achieving Scientific Literacy 48
Development of Scientific Literacy 50
Assessment of Scientific Literacy 53
Literacy Skills and Scientific Literacy 53
Develop Scientific Literacy through Language Skills 55
Integrating Literacy Skills into Science Instruction 56
Disciplinary Literacy and Instruction 58
Literacy Instruction and the Middle School Students 59
Scientific Language and Science Instruction 63
Vocabulary and Science Instruction 67
Writing Skills and Science Instruction 69
Reading Comprehension Strategies and Science Instruction 73
ii
Literacy Interventions and Science Instruction 83
Evaluation of Reading and Science Instruction 85
Challenges Integrating Literacy Skills into Science Instruction 86
Summary and Conclusions 87
Chapter 3: Research Methods ............................................................................................92
Research Design and Rationale 92
Setting 96
Target Population 97
Sampling Plan and Sampling Procedure 97
Procedures for Recruitment, Participation, and Data Collection 98
Instrumentation 99
Data Analysis Plan 102
Threats to Validity 103
Summary 104
Chapter 4: Results ............................................................................................................106
Data Collection 107
Treatment 108
Data Analysis 110
Analysis of Variance 114
ANOVA Results 114
Summary 117
Chapter 5: Discussion, Conclusions, and Recommendations ..........................................120
iii
Interpretation of the Findings 121
Analysis of Findings with Regards to Literature 122
Analysis of Findings with Regards to Theoretical Framework 124
Confound Variables 125
Limitations of the Study 126
Recommendations 128
Implication for Social Change 129
Conclusion 131
References ........................................................................................................................132
Appendices .......................................................................................................................148
Appendix: Data Use Agreement Form 148

iv
List of Tables
Table 1. Descriptive Statistics for Scientific Literacy .................................................... 111
Table 2. Test of Normality .............................................................................................. 112
Table 3. Descriptive statistics for Scientific Literacy including Original Subjects ........ 113
Table 4. ANOVA of Research Questions ....................................................................... 115

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