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.
Learning and Individual Differences, Volume 30, Pages 124–132