Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Pat Burk
Date of Publication
Spring 5-18-2017
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Administration
Department
Educational Leadership and Policy
Language
English
Subjects
Physics -- Study and teaching (Secondary) -- Case studies, Science -- Study and teaching (Secondary) -- Case studies, Poor children -- Education, Educational equalization, Inquiry-based learning, Career education
DOI
10.15760/etd.5518
Physical Description
1 online resource (v, 133 pages)
Abstract
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.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/20617
Recommended Citation
Bridges, Jon P., "Preparing Historically Underserved Students for STEM Careers: the Role of an Inquiry-based High School Science Sequence Beginning with Physics" (2017). Dissertations and Theses. Paper 3626.
https://doi.org/10.15760/etd.5518