Refinement of a Questionnaire on Science Teachers' Knowledge of Language as Epistemic Tool

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division C - Learning and Instruction Virtual Poster Session

Abstract

Research suggests that language can be an epistemic tool in knowledge-generation environments in science classrooms. This study refined a language survey instrument designed to measure science teachers’ knowledge of language as an epistemic tool. Rasch model was used to examine 15 items’ fit statistics and operations of survey’s response categories. Cronbach alpha reliability was also examined. Interviews investigated teachers’ interpretation of each item to find ambiguous items. Results are: 1) four even response categories without middle ground are recommended, 2) three items are deleted based on interview, 3) three more items were deleted because of negative correlation and mismatch fit statistics. Finally, a revised language survey with 9 items is proposed that has acceptable correlation and good fit statistics.

Authors

• Chenchen Ding, Zhejiang Normal University
  Presenting Author

• Catherine A. Lammert, Texas Tech University
  Non-Presenting Author

• Gavin W. Fulmer, NWEA
  Non-Presenting Author

• Brian Hand, University of Iowa
  Non-Presenting Author

• Jee Kyung Suh, University of Alabama
  Non-Presenting Author