Addressing Student Diversity and Equity

Januszyk, Rita; Miller, Emily; Lee, Okhee

doi:10.2505/4/ss16_039_08_16

Cited by 5 publications

(1 citation statement)

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“…To what extent are "teacher beliefs about the limitations of their students in terms of 'ability' or 'maturity' an obstacle" to more student-centered approaches to instruction of scientific inquiry and modeling in the Physics First sequence (Wallace & Kang, 2004, p. 940)? To what extent are teacher beliefs and practices congruent with the changes in science instruction called for in the Next Generation Science Standards and embedded in this Physics First approach (Januszyk, Miller, & Lee, 2016)? And how do teachers respond pedagogically when faced with perceived or real challenges of teaching all students physics, chemistry, and biology (Prime & Miranda, 2006)?…”

Section: Discussionmentioning

confidence: 99%

Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

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Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

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Section: Discussionmentioning

confidence: 99%