The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities
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| Title: | The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities |
|---|---|
| Language: | English |
| Authors: | Baker, Dale R., Lewis, Elizabeth B., Purzer, Senay |
| Source: | International Journal of Environmental and Science Education. Jul 2009 4(3):259-274. |
| Availability: | International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Middle Schools Secondary Education |
| Descriptors: | Educational Strategies, Discourse Communities, Student Attitudes, Scientific Principles, Scientific Literacy, Professional Development, Instructional Improvement, Organizational Communication, Technical Writing, Program Implementation, Science Course Improvement Projects, Teacher Attitudes, Measures (Individuals), Classroom Techniques |
| ISSN: | 1306-3065 |
| Abstract: | This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional development activities are described. Data are provided on teachers' fidelity of implementation of the CISIP instructional strategies, their understanding of the nature of science communication, and their ability to write scientific investigation reports. Student data includes an analysis of scientific arguments and the perception of their classroom as a science classroom discourse community. Two instruments to measure fidelity of implementation are introduced; the Discourse in Inquiry Science Classrooms for classroom observations of teachers and My Science Classroom Survey to measure students' perceptions of their teachers' use of the CISIP instructional strategies in their classroom. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2010 |
| Accession Number: | EJ884396 |
| Database: | ERIC |
| Abstract: | This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional development activities are described. Data are provided on teachers' fidelity of implementation of the CISIP instructional strategies, their understanding of the nature of science communication, and their ability to write scientific investigation reports. Student data includes an analysis of scientific arguments and the perception of their classroom as a science classroom discourse community. Two instruments to measure fidelity of implementation are introduced; the Discourse in Inquiry Science Classrooms for classroom observations of teachers and My Science Classroom Survey to measure students' perceptions of their teachers' use of the CISIP instructional strategies in their classroom. (Contains 1 table.) |
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| ISSN: | 1306-3065 |
