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Abstract Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’ knowledge of language as an epistemic tool. Rasch modelling was used to examine 15 items’ fit statistics and the functioning of a previously-designed questionnaire’s response categories. Cronbach’s alpha reliability was also examined. Additionally, interviews were used to investigate teachers’ interpretations of each item to identify ambiguous items. The results indicated that three ambiguous items were deleted based on qualitative data and three more items were deleted because of negative correlation and mismatched fit statistics. Finally, we present a revised language questionnaire with nine items and acceptable correlation and good fit statistics, with utility for science education researchers and teacher educators. This research contributes a revised questionnaire to measure teachers’ knowledge of language that could inform professional development efforts. This research also describes instrument refinement processes that could be applied elsewhere. 

Abstract This special edition is based on the revelation that “the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect.” Here, we reflect on lessons learned related to teacher adaptiveness. We examined how the COVID-19 pandemic demonstrated the adaptiveness necessary for teachers to knowledge generation approaches aligned with the Next Generation Science Standards. First, we outline a three-year professional development program focused on knowledge generation approaches. We present findings from teachers’ experiences teaching science from 2019 to 2021, collected through consecutive form explanatory mixed-methods analysis involving written responses to vignettes (n = 474) and classroom observations (n = 58). Then, using an individual teacher case study, we explore how the shift to virtual teaching was supported by adaptiveness. Results suggest a significant relationship between teacher adaptiveness and the use of knowledge generation approaches. We conclude with implications for elementary science teacher professional development and present questions for further research on adaptiveness.