Implementation of Storylines in Science Education

Abstract

State standards are constantly changing and it is the job of the teacher to keep up with those changes. Science standards have recently gone through a major change, shifting toward storyline based education models. This had led to confusion among educators. This research and subsequent professional development sessions seek to answer the research questions: Why are we moving to the storylining model? How is the storylining model best implemented in the classroom? The literature review covers the where and why surrounding the origins of storyline based education models, both within traditional education settings and within indigenous communities. It then analyzes four different styles of implementation, looking at positives and negatives of each, how they are best implemented, and what assessments connect with each style. This results in a two day professional development series aimed at supporting high school science teachers in the implementation of storyline based curriculum in their classrooms. These sessions cover both origins and implementation, including a completed example unit as well as step by step implementation instructions