What is it about?

This study employed Rasch modeling to investigate hidden statistical structures (which are called “latent constructs”) of the survey items. Two hidden structures, Engagement with dialogic interaction and Value of dialogic interaction, were developed and tested for their validity. The findings of this study emphasize that students' understanding of the learning environment can be used to estimate the way they develop scientific knowledge in the classroom learning environment (e.g., knowledge generative or knowledge replicative).

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Why is it important?

This study suggests focusing on dialogic interaction (one of the ways that students generate knowledge). Examining how students engage with and view dialogic interaction using two hidden structures that this study developed helps researchers to better understand the classroom learning environments.

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This page is a summary of: Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling, School Science and Mathematics, February 2021, Wiley, DOI: 10.1111/ssm.12460.
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