Author ORCID Identifier

Michelle Friend

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This qualitative study investigates and compares teachers’ understanding of two curricular frameworks: Next Generation Science Storylines and the 5E Model. Teachers (grades K-6) participated in a three-week summer workshop designed to introduce elementary teachers to biomechanics, the study of the body in motion and help them develop inquiry-based biomechanics lessons using the NGSS Storyline framework in order to enhance their implementation of interdisciplinary, culturally responsive, and technology-enhanced STEM education. During a follow-up session to the workshop, eleven teachers read an article about implementing biomechanics into school science (Trauth-Nare, Pavilonis, Paganucci, Ciabattoni, & Buckley, 2016); this article used the 5E framework, which some of the teachers were already familiar with. Teachers then discussed the article and compared and contrasted the 5E model with the Storyline framework. The transcript was analyzed to understand how the teachers understand the frameworks individually and in comparison. Teachers identified surface similarities and differences between the models, such as the iterative nature of storylines. They felt that storylines were better at supporting inquiry due to being more student-driven than 5E lessons. Implications for the nature of curricular framework in supporting inquiry and issues of supporting teachers in moving to a new style of lesson planning are discussed.


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