Inquiry-based learning

An analysis of curriculum frameworks from the fifty states to ascertain the
compliance with the National Science Education Standards for integrating ScienceTechnology-
Society (STS) themes is reported within this dissertation. Science standards
for all fifty states were analyzed to determine if the STS criteria were integrated at the
elementary, middle, and high school levels of education. The analysis determined the
compliance level for each state, then compared each educational level to see if the
compliance was similar across the levels. Compliance is important because research
s)lows that using STS themes in the science classroom increases the student's
understanding of the concepts, increases the student's problem solving skills, increases
the student's self-efficacy with respect to science, and students instructed using STS
themes score well on science high stakes tests. The two hypotheses for this study are: H01: There is no significant difference in the degree of compliance to ScienceTechnology-
Society themes (derived from National Science Education Standards)
between the elementary, middle, and high school levels.
H02: There is no significant difference in the degree of compliance to ScienceTechnology-
Society themes (derived from National Science Education Standards)
between the elementary, middle, and high school level when examined individually.
The Analysis of Variance F ratio was used to determine the variance between and
within the three educational levels. This analysis addressed hypothesis one. The Analysis
of Variance results refused to reject the null hypothesis, meaning there is significant
difference in the compliance to STS themes between the elementary, middle and high
school educational levels. The Chi-Square test was the statistical analysis used to
compare the educational levels for each individual criterion. This analysis addressed
hypothesis two. The Chi-Squared results showed that none of the states were equally
compliant with each individual criterion across the elementary, middle, and high school
levels.
The National Science Education Standards were created with the input of
thousands of people and over twenty scientific and educational societies. The standards
were tested in numerous classrooms and showed an increase in science literacy for the
students. With the No Child Left Behind legislation and Project 2061 , the attainment of a
science literate society will be helped by the adoption of the NSES standards and the STS
themes into the American classrooms.

College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored.

Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s

The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.