The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

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.