We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, rather than to replicate canonical knowledge transmitted by other sources. We used a construct‐driven development approach with iterations of domain analysis, item revision, teacher feedback, expert review, and item piloting to address the content, substance, and structure aspects of validity. Data from 158 preservice and in‐service teachers on 27 preliminary items were collected. Findings from Rasch measurement modeling indicate a single dimension fits the items well and can distinguish teachers of higher and lower knowledge. We revised and selected 15 items for an updated instrument. This contributes to ongoing measurement projects and provides a potential instrument for future, broader use by the field to gauge teachers' knowledge of language as an epistemic tool.

中文翻译：

---

编写有关教师语言知识作为认知工具的问卷调查表

我们报告了一种新的工具的开发，该工具用于测量教师的语言知识，作为科学课中的认知工具。语言对于科学学习至关重要，因为所有学习都需要使用语言来构成自己的思想并与他人的思想交往。具有语言知识作为认知工具的教师可以认识到语言允许学生自己生成和验证知识的方式，而不是复制其他来源传播的规范知识的方式。我们使用了一种结构驱动的开发方法，该方法具有领域分析，项目修订，教师反馈，专家评审和项目试点的迭代功能，以解决有效性的内容，实质和结构方面的问题。收集了来自158名职前和在职教师关于27个初级项目的数据。Rasch测量模型的发现表明，一个维度可以很好地适合这些项目，并且可以区分知识程度较高和较低的教师。我们修订并选择了15个项目来更新仪器。这有助于进行中的测量项目，并为将来在现场广泛使用以评估教师作为认知工具的语言知识提供了一种潜在的工具。