The Impact of Writing Intensive Professional Development on High School Teachersa Science Content Knowledge of Energy in Systems

1
Dale R. Baker
Dale R. Baker
2
Nievita Bueno Watts
Nievita Bueno Watts
3
Steven Semken
Steven Semken
1 Ariizona State University

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The Communication in Science Inquiry Project (CISIP) investigated the impact of writing intensive, inquiry based professional development on high school teachers’ science content knowledge of Energy in Systems. In particular, we investigated whether different forms of assessment provided different information about the depth of teacher knowledge. We developed a two-tier Energy Test, linked to both national and state science standards, which was administered both before and after science teacher particip-ation in 23 hours of professional development on energy in biological and societal systems. Our study found that we were successful in relaying content knowledge to the teachers. When we analyzed misconceptions in distracter choices and written responses on the same test, however, we found we were successful in some areas, but not in others. The application of knowledge gained about energy in systems through writing scientific explanations was the least successful of all.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

Dale R. Baker. 2013. \u201cThe Impact of Writing Intensive Professional Development on High School Teachersa Science Content Knowledge of Energy in Systems\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue G3): .

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GJHSS Volume 13 Issue G3
Pg. 45- 58
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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April 27, 2013

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English

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The Communication in Science Inquiry Project (CISIP) investigated the impact of writing intensive, inquiry based professional development on high school teachers’ science content knowledge of Energy in Systems. In particular, we investigated whether different forms of assessment provided different information about the depth of teacher knowledge. We developed a two-tier Energy Test, linked to both national and state science standards, which was administered both before and after science teacher particip-ation in 23 hours of professional development on energy in biological and societal systems. Our study found that we were successful in relaying content knowledge to the teachers. When we analyzed misconceptions in distracter choices and written responses on the same test, however, we found we were successful in some areas, but not in others. The application of knowledge gained about energy in systems through writing scientific explanations was the least successful of all.

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The Impact of Writing Intensive Professional Development on High School Teachersa Science Content Knowledge of Energy in Systems

Nievita Bueno Watts
Nievita Bueno Watts
Dale R. Baker
Dale R. Baker Ariizona State University
Steven Semken
Steven Semken

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