Examining the complex nature of learning environments and interdependence of language, argument and dialogic interactions

Cikmaz, Ali

doi:10.17077/etd.005515

Cited by 1 publication

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“…Second, additional statements were generated by members in the research team with extensive classroom observation experience with teachers in SWH projects to help characterize teachers according to relatively high and low extent of implementation. This was based on the research team's prior work (Bae et al, 2019; Cikmaz, Fulmer, Yaman, & Hand, 2019) in supporting teachers' growth in knowledge of the SWH approach (Cikmaz, Hand, Fulmer, & Yaman, 2019). Since teachers with more extensive implementation of the SWH approach are more knowledgeable about language as an epistemic tool, the research team members' experiences in observing and collaborating with teachers as they adopted and implemented SWH was insightful in helping to characterize differences in knowledge.…”

Section: Instrument Development Methodsmentioning

confidence: 99%

Development of a questionnaire on teachers' knowledge of language as an epistemic tool

et al. 2020

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We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, rather than to replicate canonical knowledge transmitted by other sources. We used a construct‐driven development approach with iterations of domain analysis, item revision, teacher feedback, expert review, and item piloting to address the content, substance, and structure aspects of validity. Data from 158 preservice and in‐service teachers on 27 preliminary items were collected. Findings from Rasch measurement modeling indicate a single dimension fits the items well and can distinguish teachers of higher and lower knowledge. We revised and selected 15 items for an updated instrument. This contributes to ongoing measurement projects and provides a potential instrument for future, broader use by the field to gauge teachers' knowledge of language as an epistemic tool.

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Section: Instrument Development Methodsmentioning

confidence: 99%