Evaluating the Alignment and Impact of the OpenSciEd Biology Curriculum in Secondary Classrooms
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| Title: | Evaluating the Alignment and Impact of the OpenSciEd Biology Curriculum in Secondary Classrooms |
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| Language: | English |
| Authors: | Marivina Van Zandt |
| Source: | Online Submission. 2026M.S. Capstone, Western Governors University. |
| Peer Reviewed: | N |
| Page Count: | 47 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education High Schools Grade 9 Junior High Schools Middle Schools Grade 10 |
| Descriptors: | High School Teachers, Science Teachers, Biology, Curriculum Evaluation, Alignment (Education), State Standards, Academic Standards, School Districts, Grade 9, Grade 10, Secondary School Science |
| Geographic Terms: | Nevada |
| Abstract: | This capstone research evaluated the alignment and impact of the OpenSciEd Biology curriculum in secondary classrooms. The purpose of the study was to determine the extent to which the curriculum aligned with the 2025-2026 Nevada Academic Content Standards for Science (NVACS-S) and Clark County School District instructional frameworks. The problem addressed was the difficulty secondary biology teachers experience in implementing coherent, NGSS-aligned, inquiry-based instruction due to inconsistent access to high-quality curricular materials and limited implementation support. The guiding research question examined the degree of alignment between OpenSciEd Biology and state and district standards. A quantitative curriculum-evaluation design was used, incorporating document analysis and a structured standards-alignment checklist modeled on the Porter Alignment Index. Participants included five secondary biology teachers who taught or had recently taught the curriculum. Descriptive statistics were used to analyze alignment across standards alignment, instructional coherence, and inquiry-based instruction. Findings indicated strong overall alignment, with notable strengths in inquiry-based learning and instructional coherence, and identified targeted areas for improvement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678525 |
| Database: | ERIC |
| Abstract: | This capstone research evaluated the alignment and impact of the OpenSciEd Biology curriculum in secondary classrooms. The purpose of the study was to determine the extent to which the curriculum aligned with the 2025-2026 Nevada Academic Content Standards for Science (NVACS-S) and Clark County School District instructional frameworks. The problem addressed was the difficulty secondary biology teachers experience in implementing coherent, NGSS-aligned, inquiry-based instruction due to inconsistent access to high-quality curricular materials and limited implementation support. The guiding research question examined the degree of alignment between OpenSciEd Biology and state and district standards. A quantitative curriculum-evaluation design was used, incorporating document analysis and a structured standards-alignment checklist modeled on the Porter Alignment Index. Participants included five secondary biology teachers who taught or had recently taught the curriculum. Descriptive statistics were used to analyze alignment across standards alignment, instructional coherence, and inquiry-based instruction. Findings indicated strong overall alignment, with notable strengths in inquiry-based learning and instructional coherence, and identified targeted areas for improvement. |
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