NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ884396
Record Type: Journal
Publication Date: 2009-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1306-3065
The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities
Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael
International Journal of Environmental and Science Education, v4 n3 p259-274 Jul 2009
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.)
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A