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.

中文翻译：

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开发对话互动的潜在构造以检验认知气候：Rasch模型

这项研究调查了对话互动的两种潜在构造（参与和价值），以检验认知气候。由于新的改革运动强调创造创生的学习环境，因此重要的是要检查教室是通过死记硬背来促进学生的知识生成还是限制学生的认知增长。在这一点上，专注于对话互动（认知实践之一）是不可避免的，因为学生如何互动和观看对话互动会提供有关认知气候的有意义的信息。通过采用Rasch建模，本研究测试了两个潜在的对话交互构造的统计有效性。这项研究的结果突出表明，这两种潜在的构造在理论和统计上都是有效的，可用于通过学生对对话互动的参与和对话互动的价值来衡量认知气候。虽然不能仅从单一角度了解认知气候，但这项研究在添加有效工具方面起着重要作用。这些工具有助于研究人员了解学习环境的认知特征，并提供一种实用的方式来反映学生的生活经验，以了解学习环境的整体氛围。