CISTL
Evaluation of the Center for Inquiry in Science Teaching and Learning ($444,000)
The Center for Inquiry in Science Teaching and Learning (CISTL) at Washington University
in St. Louis, Missouri is engaged in a five year program of research and development
aimed at improving teaching and learning in formal and informal science education
settings. This National Science Foundation (NSF) sponsored evaluation study will
determine how research projects at CISTL are meeting the Center's four goals: 1)
providing substantive opportunities for research into science learning and teaching
by all CISTL participants; 2) rebuilding and diversifying the human resource base
that forms the national infrastructure for science, technology, engineering and
mathematics (STEM) education at multiple levels; and 3) increasing the numbers of
K-12 STEM educators with current science content knowledge who are prepared to implement
standards-based instruction; 4) creating synergy between research and practice and
translating results into practical suggestions for educators. The study's research
and evaluation design will incorporate a mix of quantitative and qualitative methods
to yield a comprehensive understanding of CISTL's research, development, and programmatic
impacts on teachers and students and will also provide formative and summative feedback
on a regular basis to the CISTL team. Primary Researchers: Kathy
Borman, Chrystal Smith, Reggie Lee, Bridget Cotner, and Ted Boydston.
The Evaluation of the Center for Inquiry in Science Teaching and Learning (CISTL),
was recently awarded by the National Science Foundation
(NSF). The Center for Inquiry in Science Teaching
and Learning (CISTL) in the Department of Education at Washington University
in St. Louis, Missouri is engaged in a five year program of research and development
aimed at improving teaching and learning in formal and informal science education
settings. This evaluation study conducted by AAREA will determine how research projects
at CISTL are meeting the Center's goals which are described below.
The Center has framed four goals that it addresses through its program of activities,
all of which dovetail with the National Science Foundation's goals for Centers for
Learning and Teaching (CLTs):
Goal 1: CISTL will provide substantive opportunities for research into science learning
and teaching by all CISTL participants;
Goal 2: CISTL will rebuild and diversify the human resource base that forms the
national infrastructure for STEM education at multiple levels;
Goal 3: CISTL will increase the numbers of K-12 STEM educators who have current
science content knowledge and who are prepared to implement standards-based instruction
and new assessment strategies in both formal and informal settings;
Goal 4: CISTL will create a synergy between research and practice through research
based in practice, practice based on research and the translation of results into
practical suggestions for educators.
These goals are addressed by CISTL's on-going program of targeted projects which
include: 1) early elementary learning intervention; 2) professional development;
3) teen mentoring; 4) school district data; and 5) research on collaboration
Our research and evaluation design will incorporate a mix of quantitative and qualitative
methods to yield a comprehensive understanding of CISTL's research, development,
and programmatic impacts on teachers and students and to provide formative and summative
feedback on a regular basis to the CISTL team. The five methods of data collection
are questionnaires, individual interviews, focus group interviews, classroom and
program observations, and secondary data (document reviews and achievement data).
Once the analysis of the CISTL data is completed, the results will be disseminated
to the CISTL Director and project managers as well as NSF, the funding agency.