Book chapter
Development and Application of a Questionnaire on Teachers’ Knowledge of Argument as an Epistemic Tool
Advances in Applications of Rasch Measurement in Science Education, pp.483-504
Contemporary Trends and Issues in Science Education, v.57, Springer International Publishing
08/01/2023
DOI: 10.1007/978-3-031-28776-3_18
Abstract
We report on the development and pilot testing of a new instrument for teachers’ knowledge of argument as an epistemic tool. Our construct-based approach involved domain analysis, item writing, expert reviews, piloting, and applications of the Rasch rating scale model. We began with an initial set of 20 items that we piloted with a sample of 158 pre-service and in-service teachers. After analyses, we retained 14 items as originally written or with minor revisions. The instrument is applicable for researchers working on argument-driven inquiry science as a means to study potential growth in teachers’ views of argumentation.
Details
- Title: Subtitle
- Development and Application of a Questionnaire on Teachers’ Knowledge of Argument as an Epistemic Tool
- Creators
- Gavin W. Fulmer - University of IowaWilliam E. Hansen - Iowa Wesleyan CollegeJihyun Hwang - Korea National University of EducationChenchen DingAndrea Malek Ash - University of IowaBrian Hand - University of IowaJee Kyung Suh - University of Alabama
- Resource Type
- Book chapter
- Publication Details
- Advances in Applications of Rasch Measurement in Science Education, pp.483-504
- Publisher
- Springer International Publishing; Cham
- Series
- Contemporary Trends and Issues in Science Education; v.57
- DOI
- 10.1007/978-3-031-28776-3_18
- eISSN
- 1878-0784
- ISSN
- 1878-0482
- Language
- English
- Date published
- 08/01/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984449722102771
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