Development of a questionnaire on teachers' knowledge of language as an epistemic tool
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
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DOI：
10.1002/tea.21666
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发表时间：
2020-09-17
影响因子：
4.6
通讯作者：
Hansen, William
中科院分区：
文献类型：
--
作者：
Fulmer, Gavin W.;Hwang, Jihyun;Hansen, William
我们报告的发展，一个新的工具来衡量教师的语言知识作为一种认识工具，在科学课。语言对于科学学习是必不可少的，因为所有的学习都需要使用语言来构建自己的想法并与他人的想法互动。将语言知识作为认识工具的教师可以认识到语言允许学生为自己生成和验证知识的方式，而不是复制其他来源传递的规范知识。我们使用了一个结构驱动的开发方法与领域分析，项目修订，教师反馈，专家评审和项目试点的迭代，以解决有效性的内容，实质和结构方面。本研究收集了158名在职及在职教师的27个项目的问卷资料。Rasch测量模型的结果表明，一个单一的维度适合的项目，可以区分教师的知识水平较高和较低。我们修订并选择了15个项目作为更新的文书。这有助于正在进行的测量项目，并提供了一个潜在的工具，为未来，更广泛地使用该领域来衡量教师的语言知识作为一种认识工具。
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.