Title: An innovative integrated science curriculum and its impact on stakeholder perceptions, collaboration, and achievement.
1An innovative integrated science curriculum and
its impact on stakeholder perceptions,
collaboration, and achievement.
- NORTH MIAMI SENIOR HIGH SCHOOL
- Carnell A. White, Principal
- Annette Y. Burks, Assistant Principal
- Luis B. Solano, Teacher Leader
- Ms. Willa Young, Professional Partner
- Superintendents Urban Principal Initiative
- June 2008
2Abstract of the Study
- The processes and factors that influenced the
initiation and implementation of an integrated
science curriculum with 11th grade students at
North Miami Senior High School were studied in
this action research effort. - Along with Regional Center II support, teachers
developed and implemented an innovative
integrated science curriculum that capitalized on
best practices, teacher collaboration, hands-on
labs, and assessments tools and methods that
engaged students in the study of science. - Results of teacher and student interviews, course
related artifacts, stakeholder surveys, and the
themes extracted from focus group sessions were
analyzed to assess the impact of teacher
involvement in this effort and its impact on
student achievement.
3Introduction, Background, and Research Questions
4Introduction/Background
- Because of the recognition for our students to
graduate from high school with a high level of
general science literacy, a curriculum was
designed and implemented to increase science
literacy and competency that will enable students
to compete in the global marketplace. - The results of the 2007 state mandated
standardized science assessment indicates that
85 of our students in grade eleven did not meet
the state standards. A detailed analysis of
clustered scores in the state mandated
standardized science assessment revealed that
students in grade eleven were weakest in general
Scientific Thinking, and strongest in Life and
Environmental Science. - In this action research study, the eleventh grade
science curriculum was restructured to integrate
biology, chemistry, earth/space science, and
physics around central themes, with moderate
integration of reading strategies, mathematics,
and technology. - The goal for restructuring the science curriculum
was to unify disciplines in the science
classroom, making content and process more
meaningful to students. This required that
teachers demonstrate the connections between the
different areas of science that are assessed and
also ask teachers to consider connections to
other subjects.
5Introduction/Background
- INSTRUCTIONAL OBJECTIVE Given instruction
focused on the Sunshine State Standards, 11th
grade students will improve their science skills
as evidenced by 39 scoring at or above Level 3
on the 2008 administration of the state mandated
standardized science assessment. - INSTRUCTIONAL APPROACH A teacher developed
integrated science curriculum supported by
Regional Center II.
6Research Questions
- HOW will the infusion of a teacher developed
integrated science curriculum in the 11th grade
increase student achievement, and performance in
targeted integrated science strands? - WHAT will happen to students attitudes and
perceptions when targeted 11th grade students are
provided instruction through a teacher developed
integrated science curriculum? - WHAT will happen to teachers attitudes and
perceptions when targeted 11th grade students are
provided instruction through a teacher developed
integrated science curriculum?
7Literature Review
8Literature Review
- The term integrate suggests an attempt to unite
various features or components. The National
Science Education Standards (NRC, 1996) and
Benchmarks for Science Literacy (AAAS, 1993)
extends that the basic subject matter of
physical, life, and Earth sciences within the
contexts of inquiry, technology, personal and
social perspectives, and the history and nature
of science. The need is to go deeper than
combining disciplines. - Perhaps the most fundamental reason for
introducing an integrated approach in school
curricula is that it provides students some
opportunities to learn science in contexts close
to what they will experience in life beyond
school (Bybee, 2006).
9Literature Review
- Powell, Short, Landes (2002), provide some
guidance for designing an integrated science
curriculum
10Literature Review
- There is a small body of research related to the
impact of an integrated curriculum on student
attitudes. MacIver (1990) found that integrated
program students developed team spirit and
improved their attitudes and work habits. This
was attributed, in part, to the fact that
teachers met in teams and were able to quickly
recognize and deal with a student's problem. - Vars (1987) also reports that motivation for
learning is increased when students work on
"real" problems-a common element in integrated
programs. When students are actively involved in
planning their learning and in making choices,
they are more motivated, reducing behavior
problems. - Jacobs (1989) also reports that an integrated
curriculum is associated with better student
self-direction, higher attendance, higher levels
of homework completion, and better attitudes
toward school. Students are engaged in their
learning as they make connections across
disciplines and with the world outside the
classroom.
11Literature Review
- Students are not the only ones who respond
favorably to the learning experiences that are
part of an integrated curriculum. In a study of
an integrated mathematics curriculum, Edgerton
(1990) found that after one year 83 percent of
the teachers involved preferred to continue with
the integrated program rather than return to the
traditional curriculum. MacIver (1990) found that
teachers appreciate the social support of working
together and feel that they are able to teach
more effectively when they integrate across
subjects and courses. They discover new interests
and teaching techniques that revitalize their
teaching. - When teachers who participated in the
Mid-California Science Improvement Program were
interviewed by an independent evaluator, the
findings indicated a dramatic increase in science
instruction time and comfort with science
teaching. The teachers involved in this program
taught year-long themes, with a blend of science,
language arts, social studies, mathematics, and
fine arts. Improvements were noted in student
attitudes, teacher attitudes, and student
achievement. These findings were consistent for
both gifted and "educationally disadvantaged"
students (Greene 1991).
12Literature Review
- The subject of curriculum integration has been
under discussion off and on for the last
half-century, with a resurgence occurring over
the past decade. The "explosion" of knowledge,
the increase of state mandates related to myriad
issues, fragmented teaching schedules, concerns
about curriculum relevancy, and a lack of
connections and relationships among disciplines
have all been cited as reasons for a move towards
an integrated curriculum (Jacobs 1989). - The findings support the positive effects of
curriculum integration. Lipson et. al. (1993)
summarized the following findings - Integrated curriculum helps students apply
skills. - An integrated knowledge base leads to faster
retrieval of information. - Multiple perspectives lead to a more integrated
knowledge base. - Integrated curriculum encourages depth and
breadth in learning. - Integrated curriculum promotes positive attitudes
in students. - Integrated curriculum provides for more quality
time for curriculum exploration.
13Intervention
14Intervention Timeline
JUNE
JULY
AUG
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
Pre-Planning
Intervention Implementation
Assistance and Monitoring
Classroom Walkthroughs
IS EOY Program Review
IS Mid Year Program Review
Progress Checks (QUANT SOURCE)
Focus Groups Students Teachers (QUAL. SOURCE)
Survey Data (QUAL. SOURCE)
Professional Learning Community Sessions
Program Reviews
15Intervention
- This purpose of this 36 week intervention was to
provide opportunities for 11th grade students to
investigate the theories and ideas associated
with the biological, earth, and physical sciences
in a way that is relevant and usable. - Integrated science course sections met every
other day for a ninety minute instructional
block. A total of 90 meetings took place over
said 36 week intervention period. - Students constructed science knowledge by
formulating questions, making predictions,
planning experiments, making observations,
classifying, interpreting and analyzing data,
drawing conclusions, and communicating.
16Intervention
- The teacher designed and implemented integrated
science course - covered all principles required for meeting
integrated science state frameworks and district
pacing guides - a guided inquiry, project based integrated
science course that was designed to work with
students at all learning levels - was designed to engage all students in the
learning of science - promoted positive student attitudes towards
science and positive perceptions of the student
as a learner - engaged students through the use of real world
contexts and provided a deeper understanding of
the role of science and technology in the global
marketplace - was developed using an instructional strategy
that combined guided inquiry and whole class
instruction with appropriate content - weaved all activities and binder content to build
a strong grasp of the science concepts so that
students could transfer their understanding to
relevant real world projects (it is about having
more than isolated activities and content).
with Region Center II support
17Intervention
- The intervention curriculum addressed the
following best practice recommendations - Scenario-Driven
- Flexibly Formatted
- Multiple Exposure Curriculum
- Constructivist Approach
- Varied Methods of Assessment were used
- Cooperative Grouping Strategies
- Math and Reading Skills Development
- Use of Educational Technologies
- Problem Solving
- Challenging Learning Extensions
18Data Collection
19Integrated Science (IS) Course Demographics
- Teachers 13
- Teachers Trained 13
- Students 634
- Black (Non-Hispanic) 514
- White (Non-Hispanic) 13
- Hispanic 101
- Asian/American Indian 6
- Male 340
- Female 294
- IS Course Sections 23
- Classrooms 13
- Average IS Class Size 28.5
20Data ToolsQuantitative DataAssessment Schedule
Progress Checks
Group Data Source 1 Data Source 2 Data Source 3 Data Source 4 Data Source 5
Total Group Integrated Science Pre-Test Progress Test 1 Progress Test 2 Progress Test 3 State Mandated Science Assessment
Date 09/18/07 Date 11/ 13/07 Date 01/28/2008 Date 04/22/08 Date 03/13/08
awaiting results
21Data ToolsQuantitative DataProgress Checks
Results
Mastery Data Source 1 Data Source 2 Data Source 3 Data Source 4
Mastery 1 1 4 3
Non-Mastery 99 99 96 97
22Integrated Science Couse Intervention
DataStudent performance Data Disaggregated by
TeacherPercentage of Students Displaying Mastery
23Integrated Science Curriculum Intervention
DataStudent Performance Data Disaggregated by
TeacherPercentage of Students Displaying Mastery
24Data ToolsQualitative DataData Collection
Schedule
Research Questions Data Source1 Pre-Intervention Survey Data Source 2 Post-Intervention Survey
Students Fall 2007 Spring 2008
Teachers Fall 2007 Spring 2008
Administrators Fall 2007 Spring 2008
25Findings, Results, Recommendations, Conclusions,
and Implications
26Summary of Quantitative Data
- SPED students demonstrated small gains from one
progress check to another, however, these
students demonstrated the highest overall gains
during the intervention period. - ESOL students demonstrated significant progress,
showing a 5 gain at the end of the intervention
period. - Students in Advanced Placement and IB course
tracks did not perform as well expected these
students overall gains were small when compared
to their counterparts. - Students with high baseline performance scores
did not display the same amount of growth as
their low baseline peers their growth was
fractional throughout the intervention period. - There was no significant difference between the
results of experienced teachers and new teachers
(1-3 years of inservice time).
27Summary of FindingsTeacher Focus Group Data
- What new strategies and activities are you
implementing to support the Integrated Science
program? - Reciprocal Teaching
- School-wide Science Focus Calendar
- Mini Lab Demonstrations
- Integrated Science Professional Development
- K-12 Comprehensive Science Plan
- Districts Science Pacing Guides
28Summary of FindingsTeachers Focus Group Data
- Positive Comments
- Students are more engaged than ever
- Teachers are comfortable and competent with
teaching the content - Teachers are following the pacing guides and
Instructional FOCUS calendars - Teacher and student awareness of science
benchmarks have increased - Science classrooms are print rich and inviting
- Science teachers are working collaboratively and
sharing best practices - New teachers are energetic
- Use of word walls are prevalent
- Bell to Bell Instruction is going on.
29Summary of FindingsFocus Group Data
- Areas in Need of Improvement
- Engage students in MORE hands-on laboratory
activities, appended to specific benchmarks - Engage students in more teacher/student data
talks to increase and promote ownership of
academic progress - Purchase more lab materials
- Differentiated Instruction Training
- Data Analysis Training
30Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview Findings Recommendations
Classroom Environment Overall, conducive to instruction and engaging students with the exception of a few. ALL teachers should create engaging scientific environments in their classrooms.
Materials Some teachers felt that they did not have all of the materials they needed for required labs as needed. A scheduled rotation of materials for labs should be prepared by teachers during their common planning so that they will have the materials needed at a given time.
Teacher Instruction Some teachers mostly focused on bookwork, paperwork, and lectures. All teachers would benefit from professional development on differentiated instruction and support.
Whole Class Instruction Observed in several classrooms during walkthroughs. Attention should be given to delivering effective and rigorous whole class instruction where lectures are not the only instructional strategy used for any long period of time.
31Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview Findings Recommendations
Small Group, Differentiated Instruction Small groups were observed in several classes. Differentiated instruction was not observed in all classrooms. Guidelines for lab roles were evident in most rooms. Teachers would benefit from professional development on differentiated instruction (DI) and or possibly a DI mentor.
Centers A few classrooms displayed clearly separated centers. Effective use of centers should be encouraged.
Student Engagement Various degrees of student engagement were observed. Most students appeared to be on task. Classroom management was not an issue. Enhanced student engagement should be targeted with improved instructional strategies and more hands-on activities.
32Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview Findings Recommendations
Hands-on Science Lab Activities Half of the teachers had some evidence of hands-on-activities while the other half displayed no evidence. Teacher demonstrations were evident in some classrooms. All science courses require a minimum of one lab/hands-on activity a week. All teachers should work together to implement an effective lab program using the Essential Labs developed by the district. Teachers should present demonstrations and have students engaged in labs. Demonstrations should replace lab activities.
Integrated Science Curriculum Not all teachers followed the IS curriculum guide and materials as intended. All teachers should follow the IS curriculum guide as intended.
Essential Questioning Was not witnessed the MAJORITY of instructional time. Focus was on lower levels of questioning and minimal probing. Teachers need to incorporate more essential questioning as a critical teaching strategy. Teachers will benefit from professional development in questioning and critical thinking techniques.
33Summary of Overall Findings and Recommendations
Based on Classroom Walkthrough Data
Overview Findings Recommendations
Real-world Applications Not as many as expected. Teachers should assist students in making connections from their science concepts to the real world.
Reading and Writing in the Content Area Little evidence of effective reading and writing strategies. All teachers should use the Power Writing-Scientific Conclusions document to enhance their lab reports and they should incorporate CRISS strategies.
Science Word-Walls Science word walls were observed in most classrooms. Teachers should incorporate instructional strategies that support word walls.
34Findings/Results
- The major conclusion was that teachers, given the
resources, time, motivation, and control, can
develop an integrated science curriculum that is
effective in being integrated, evolutionary,
innovative and relevant for students. Teachers
encountered problems in implementing such a
curriculum, but were able to manage when
adequately trained and prepared with the right
levels of administrative support. Implementing a
new curriculum does not guarantee its
long-lasting success. It is an on-going process.
35Lessons Learned
- Lesson one Dont worry about what you call it,
worry about what students will learn. - Lesson two Regardless of what you integrate,
coherence is the essential quality of an
integrated science curriculum. - Lesson three The fundamental goal of any high
school science program, including an integrated
one, should be to increase students
understanding of science concepts and their
abilities to do science as articulated in the
National Science Education Standards (NRC, 1996)
and the Benchmarks for Science Literacy (AAAS,
1993).
36Lessons Learned
- Lesson four Although teachers are responsible
for implementing an integrated science program,
administrators must support and facilitate the
program. - Lesson five Introducing an integrated science
program requires a comprehensive implementation
plan.
37Overall Conclusion
- This action research study adds to the MDCPS
action research base as it relates to the
implementation of progressive pedagogy and theory
regarding student experiences in an integrated
science course. - It will improve educational practice in MDCPS by
helping educators make informed decisions
regarding science curriculum reform,
instructional practices, and classroom
environment. - This action research study will also improve
educational practice by increasing educators'
understanding of student experiences in
integrated science settings.
38Implications
- An integrated curriculum may not address a
logical sequence within a discipline such as
science. Further research into the effect of this
will be needed if teachers are to look at the
role of sequence in curriculum selection
decisions. - When the curriculum is based on broad concepts
linked in thematic units, students may acquire
knowledge in very different ways, making the
traditional sequence less meaningful. This is an
area that has not been fully explored in the
research on integrated curriculum. - Another implication, revolves around assessment
of student learning. If science themes are only
guided by themes in the FCAT, there will be less
consistency of experience than many teachers
currently strive for. - Teachers who are not provided with adequate
inservice or time to implement a prescribed
integrated curriculum may go to an unstructured,
approach, rather than a truly integrated approach
to learning. Best practices for initial and
ongoing inservice training need to be explored
more fully.
39References
- American Association for the Advancement of
Science (AAAS). (1993). Benchmarks for science
literacy. Washington, DC AAAS. - Bybee, R.W., (2006). Teaching and learning
science Reflections on integrated approaches to
the curriculum. Arlington, VA NSTA Press. - Edgerton, R., (1990). Survey Feedback from
Secondary School Teachers that are Finishing
their First Year Teaching from an Integrated
Mathematics Curriculum. Washington, D. (ED 328
419) - Greene, L., (1991). Science-Centered Curriculum
in Elementary School." Educational Leadership
49/2 48-51. - Jacobs, H. ( Ed.) (1989). Interdisciplinary
curriculum Design and implementation.
Alexandria, VA Association for Supervision and
Curriculum Development. - Lipson, M. Valencia, S. Wixson, K. and Peters,
C., (1993). Integration and Thematic Teaching
Integration to Improve Teaching and Learning."
Language Arts 70/4, 252-264. - MacIver, D. Meeting the Need of Young
Adolescents Advisory Groups, Interdisciplinary
Teaching Teams, and School Transition Programs.
Phi Delta Kappan 71/6 (1990) 458-465. - National Research Council (NRC). (1996). National
science education standards. Washington, DC
National Academy Press. - Powell, J., Short, J., Landes, N. (2002).
Curriculum reform, professional development, and
powerful learning. In R. Bybee (Ed.), Learning
science and the science of learning (pp.
121-136). Arlington, VA NSTA Press. - Vars, G., (1987). Interdisciplinary Teaching in
the Middle Grades Why and How. Columbus, OH
National Middle School Association.
40The initiation and implementationof an
innovative integrated science curriculum and its
effect on stakeholder attitudes, perceptions,
collaboration, and student achievement.
- NORTH MIAMI SENIOR HIGH SCHOOL
- Carnell A. White, Principal
- Annette Y. Burks, Assistant Principal
- Luis B. Solano, Teacher Leader
- Ms. Willa Young, Professional Partner
- Superintendents Urban Principal Initiative
- June 2008