Teachers' Understanding About Dialogical Interaction as an Epistemic Tool: Development of Questionnaire

• In Event: Marriott Roundtable Session 19
  In Roundtable Session: Dialogue and Interactions for Science Learning

Abstract

The purpose of this research is to develop an instrument measuring teachers’ understanding about dialogical interaction as an epistemic tool in science classrooms. We applied a cyclic process of domain analysis, item writing, expert review, teacher feedback, item piloting, and item selection. We generated the initial instrument including 30 items on a five-point Likert scale. To have evidence for a structural aspect of validity, Rasch modeling analysis, particularly with the partial credit model, was applied to data of 157 pre- and in-service teachers. As a result of Rasch modeling, we finalized the instrument with 15 items without loss of measurement information.

Authors

• Gavin W. Fulmer, National Science Foundation

• Jihyun Hwang, Korea National University of Education

• Chenchen Ding, The University of Iowa

• Brian Hand, University of Iowa

• William Hansen, The University of Iowa