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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. 

The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characterized by fluidity and reflexiveness in teaching dynamics, rather than just flexibility. Through a complexity framing approach, we delineate three layers of AdTex: the visible actions of teachers, the semi-visible use of epistemic tools such as language, dialogue, and argument, and the tacit orientations towards learning that encompass epistemological, ontological, and axiological dimensions. Our research primarily investigates the intricate relationship between the epistemic tool and orientation layers. Our findings highlight the significance of an interconnected understanding and the impact of philosophical orientations on adaptive teaching practices. A notable contribution of this study is the development of a framework that articulates the belief and knowledge systems crucial for fostering generative learning environments, alongside the introduction of complexity maps to illustrate the interplay among these subsystems. 

The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each factor of EOS-SF, longitudinal invariance models were conducted. Partial measurement invariance was obtained for each of the four factors of EOS-SF. This study provides an example of ongoing instrument development in the field of applied assessment research.