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Title
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Bringing Biology to Life: A Schema Theory Approach to Increasing Student Engagement in a High School Classroom
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Creator
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Elias Paul Stuckart
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/13/2026
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Abstract
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This action research project investigates how connecting classroom content to students’ lived experiences influences student engagement. The study uses schema theory as a guiding framework, emphasizing the creation and activation of schemas to support learning. The research was conducted in a biology classroom with a culturally diverse group of 11th- and 12th-grade students. Instructional activities grounded in schema theory were implemented throughout a unit on genomics. Lesson plans, student surveys, assessment performance, reflective journals, and classroom observations were used to examine the impact these instructional strategies had on student engagement. Results indicated increased student engagement across three primary areas: social, emotional, and cognitive. This study highlights the potential of schema theory–based instruction to foster deeper connections between students and academic content while promoting higher levels of engagement.
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Keywords
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Schema Theory
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Committee Member
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Coley Lehman
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Marcus Wenzel
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
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data
