Storylines in middle school

Abstract

The Next Generation Science Standards were presented in a three-dimensional format including science and engineering practice, crosscutting concepts, and disciplinary core ideas. The three-dimensional standards are driven by a real-world phenomenon. With very few resources available, connecting the real-world phenomenon to the three-dimensional standards a disconnect in the units as a whole. Storylines provide a sequence of lessons driven by a students' question about the phenomena. Using a storyline with the Next Generation Science Standards bridge the gap between anchor phenomena and three-dimensional learning. This action research was designed to answer whether or not using storylines can connect phenomena to three-dimensional learning creating an overall deeper understanding of the content. The procedure consisted of two different sections of 6th grade and 7th grade students. Each section alternated between treatment (storyline) units and nontreatment (traditional) units. Pre- post- unit tests and student surveys were given after each unit. The results of this action research were mixed. The pre-post unit tests did not provide strong enough evidence to support the use of storylines to build a deeper understanding. The post-unit student surveys did show marginal differences between students in a treatment versus nontreatment group. Some of the data originally collected was also voided due to the changing of learning models during the COVID-19 pandemic. In conclusion, the data collected did not support or void the use of storylines to connect the phenomenon to three-dimensional learning. Student opinions and attitudes about storylines confirmed the value of this action research within the integrated middle school classroom.