Chairperson, Graduate Committee: C. John GravesMorgan, Julia Ann2024-10-312023https://scholarworks.montana.edu/handle/1/18156The purpose of this study was to determine if the use of an NGSS centered, phenomenon-driven storylining curriculum would increase student development of scientific literacy and skills as well as student engagement within the classroom. The treatment group received an NGSS driven, phenomenon-based, student-centered curriculum which was grounded in the Africa storyline. The non-treatment group received a teacher led, direct instruction biology curriculum. The treatment group (n=47), had a mean post test score that was 7.5% higher than the control group (n=26). Teacher observations, student surveys, as well as pre and post test results were analyzed. The data supported higher levels of content knowledge retainment, skill development, and engagement within the treatment group.enBiologyHigh school studentsNext Generation Science Standards (Education)Inquiry-based learningProblem solvingProfessional PaperCopyright 2023 by Julia Ann Morgan