Graduation Year
2025
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Dana Zeidler, Ph.D.
Committee Member
David Rosengrant, Ph.D.
Committee Member
Janet Richards, Ph.D.
Committee Member
Stephanie Arthur, Ph.D.
Keywords
Equity, Inquiry, Professional Development, Socioscientific Issues
Abstract
This study looks at how using a storyline curriculum affects student engagement and scientific literacy in high school biology classes. It focuses on constructivist learning theory and explores the experiences of thirteen biology teachers who moved from traditional, teachercentered methods to student-centered, inquiry-based approaches. The teachers noticed a significant change in classroom participation; students took more ownership of their learning and showed increased interest and curiosity. As students engaged more in building their understanding, their critical thinking skills and ability to analyze and assess scientific data improved.
The results reveal that storyline curricula do more than help students grasp biology; they also enable them to apply scientific knowledge in real-life situations. Students became better at using scientific concepts to tackle real-world problems, consider social and scientific issues, and make thoughtful decisions about complex topics beyond the classroom. The teachers observed that this approach encouraged collaboration, communication, and a deeper understanding of science.
Based on these findings, the study provides practical advice for school districts, curriculum developers, and those involved in professional development. Ultimately, the research demonstrates how inquiry-based instruction informed by constructivist learning theory influences both student and teacher development. It highlights the transformative effects of storyline teaching, illustrating its role in preparing students for academic ownership and responsible citizenship.
Scholar Commons Citation
Holman, Nicole, "The Impact of Storyline Curriculum on Student Engagement and Scientific Literacy: A Phenomenological Study of High School Biology Teacher’s Experiences" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11307
