The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS)

Villanueva, Mary Grace; Hand, Brian; Shelley, Mack; Therrien, William J.

doi:10.1007/s11165-017-9629-z

Cited by 4 publications

(4 citation statements)

References 34 publications

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“…The purpose of this study is to refine and validate an instrument for gauging classroom epistemic climate through two latent constructs of dialogic interaction: Engagement and Value. Based upon the theoretical validity, we selected 16 items from the previously validated instrument, Practical Epistemology in Science Survey (PESS; Villanueva et al., 2019). Then, through the statistical validation, the two latent constructs of dialogic interaction finally consisted of 15 items.…”

Section: Discussionmentioning

confidence: 99%

“…To examine the epistemic climate through students’ perceptions of dialogic interaction, the current study chose the survey questionnaires, Practical Epistemology in Science Survey (PESS; Villanueva et al., 2019). Selecting PESS as a source for latent constructs of dialogic interaction is appropriate because multiple scholars have argued that students’ questionnaire responses can provide direct insight into the classroom experience (Fraser & Goh, 2003; Fulmer et al., 2019; Marsh, 2007; Taylor et al., 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Villanueva et al. (2019) described that PESS helps researchers understand how students’ engagement in dialogic interaction influences students’ epistemic beliefs (e.g., beliefs about knowledge and knowing) and monitor how the students view their teachers’ instructional practices (e.g., replicative or generative).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In examining the role of the epistemic climate through the students’ understanding of dialogic interaction, this study attempts to develop two latent constructs of dialogic interaction by applying a Rasch measurement model to a student questionnaire on the epistemic climate. The questionnaire used in this study is Practical Epistemology in Science (PESS; Villanueva et al., 2019), a validated instrument assessing “the development of students’ personal epistemologies, or their views about the nature of knowledge and knowing and the nature of learning” (p. 169). Through content analysis, we selected 16 items related to dialogic interaction from PESS.…”

Section: Introductionmentioning

confidence: 99%

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Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling

Bae

Fulmer

Hand

2021

School Sci & Mathematics

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This study investigates two latent constructs (Engagement and Value) of dialogic interaction to examine the epistemic climate. Since the new reform movement emphasizes creating generative learning environments, it is important to examine whether a classroom promotes students’ knowledge generation or limit students’ epistemic growth through rote memorization. At this point, it is inevitable to focus on dialogic interaction (one of the epistemic practices), because how students engage with and view dialogic interaction provides meaningful information about the epistemic climate. By employing Rasch modeling, this study tested a statistical validity of two latent constructs of dialogic interaction. The findings in this study highlight that the two latent constructs are theoretically and statistically valid and can be used to gauge the epistemic climate through students’ engagement with and value of dialogic interaction. While understanding the epistemic climate cannot solely occur through a single perspective, this study plays a significant role in adding a valid instrument. Such instruments help researchers comprehend the epistemic features of learning environments and provide a practical way to reflect students' lived experiences to learn about the overall atmosphere of the learning environment.

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Section: Discussionmentioning

confidence: 99%