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題名 Development and Validation of the Knowledge-Building Environment Scale
作者 洪煌堯
Lin, Kuei Yu ; Hong, Huang-Yao ; Chai, Ching Sing
貢獻者 教育系
關鍵詞 Knowledge-building; Learning environment; Factor analysis
日期 2014-02
上傳時間 17-一月-2014 11:10:54 (UTC+8)
摘要 This study aimed to develop a knowledge-building environment scale (KBES). Based on the knowledge building pedagogy, the authors identified three core dimensions that could reflect the creative extent of knowledge building environment in the classrooms. Three independent samples were recruited to validate the reliability and validity of the scale. First, sample A (n = 332) was used to generate the factors through exploratory analysis. It resulted in a scale of three factors which contained “working with ideas,” “assuming agency” and “fostering community” dimensions. Second, a series of competing models were established and evaluated by confirmatory factor analysis through sample B (n = 575). The comparison shows that the hierarchical model was the most efficient model with good reliability and validity. Finally, the cross-validation of the hierarchical model was tested by sample C (n = 575) to confirm its stability and predictive power. The result of the KBES can provide institutions that are interested in promoting knowledge building with a tool for evaluating the learning environments.
關聯 Learning and Individual Differences, Volume 30, Pages 124–132
資料類型 article
DOI http://dx.doi.org/10.1016/j.lindif.2013.10.018
dc.contributor 教育系en_US
dc.creator (作者) 洪煌堯zh_TW
dc.creator (作者) Lin, Kuei Yu ; Hong, Huang-Yao ; Chai, Ching Singen_US
dc.date (日期) 2014-02en_US
dc.date.accessioned 17-一月-2014 11:10:54 (UTC+8)-
dc.date.available 17-一月-2014 11:10:54 (UTC+8)-
dc.date.issued (上傳時間) 17-一月-2014 11:10:54 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/63504-
dc.description.abstract (摘要) This study aimed to develop a knowledge-building environment scale (KBES). Based on the knowledge building pedagogy, the authors identified three core dimensions that could reflect the creative extent of knowledge building environment in the classrooms. Three independent samples were recruited to validate the reliability and validity of the scale. First, sample A (n = 332) was used to generate the factors through exploratory analysis. It resulted in a scale of three factors which contained “working with ideas,” “assuming agency” and “fostering community” dimensions. Second, a series of competing models were established and evaluated by confirmatory factor analysis through sample B (n = 575). The comparison shows that the hierarchical model was the most efficient model with good reliability and validity. Finally, the cross-validation of the hierarchical model was tested by sample C (n = 575) to confirm its stability and predictive power. The result of the KBES can provide institutions that are interested in promoting knowledge building with a tool for evaluating the learning environments.en_US
dc.format.extent 673176 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Learning and Individual Differences, Volume 30, Pages 124–132en_US
dc.subject (關鍵詞) Knowledge-building; Learning environment; Factor analysisen_US
dc.title (題名) Development and Validation of the Knowledge-Building Environment Scaleen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1016/j.lindif.2013.10.018en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.lindif.2013.10.018en_US