Refinement of an Instrument Measuring Science Teachers’ Knowledge of Language Through Mixed Method
Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’ knowledge of language as an epistemic tool. Rasch modelling was used to examine 15 items’ fit statistics and the functioning of a previously-designed questionnaire’s response categories. Cronbach’s alpha reliability was also examined. Additionally, interviews were used to investigate teachers’ interpretations of each item to identify ambiguous items.
Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’ knowledge of language as an epistemic tool.