The Impact of Writing Intensive Professional Development on High School Teachers’ Science Content Knowledge of Energy in Systems S tructure of the P rofessional

The Impact of Writing Intensive Professional Development on High School Teachers’ Science Content Knowledge of Energy in Systems S tructure of the P rofessional

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The Impact of Writing Intensive Professional Development on High School Teachers’ Science Content Knowledge of Energy in Systems S tructure of the P rofessional Banner

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Abstract

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 participation 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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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.

Data Availability

Not applicable for this article.

How to Cite This Article

Dale R. Baker, Nievita Bueno Watts, Steven Semken, Nievita Bueno Watts Dale R. Baker. 2013. "The Impact of Writing Intensive Professional Development on High School Teachers’ Science Content Knowledge of Energy in Systems S tructure of the P rofessional". Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue 9 (G3)).

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
earth science educationenergy in systemsprofessional developmentscientific explanationsscientific literacy
Classification
GJHSS-G Classification FOR Code: 970113
330399
  • Submission ReceivedDecember 12, 2012
  • Peer Review Double Blind
    Handling Editor
  • Accepted January 2, 2013
  • Published January 15, 2013
Version of record

v1.2

Issue date
March 5, 2013

Language
English
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The Impact of Writing Intensive Professional Development on High School Teachers’ Science Content Knowledge of Energy in Systems S tructure of the P rofessional

Dale Baker
Dale Baker Ariizona State University
Nievita Watts
Nievita Watts
Steven Semken
Steven Semken
Nievita Bueno Watts Dale R. Baker
Nievita Bueno Watts Dale R. Baker
  • Submission ReceivedDecember 12, 2012
  • Peer Review Double Blind
    Handling Editor
  • Accepted January 2, 2013
  • Published January 15, 2013