Poster #39 - Teachers Scaffold Students to Manage Uncertainty in Scientific Argumentation

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-3 - Science Teaching and Learning SIG Poster Session

Abstract

This study aims to examine how teachers decide to intervene students’ negotiation of uncertainty to produce a productive moment. Qualitative interpretative approach was employed on 2th, 5th, 7th and 10th-grade science classrooms transcription in order to analyze: (a) the situations teachers decide to intervene argumentation to manage uncertainty , (b) how a teacher use epistemic and social framings to scaffold students’ uncertainty, and (c) the social and epistemic consequences of a teacher’s scaffolding. The results showed four conditions that cause teachers scaffold students’ uncertainty: (1) use students’ diverse ideas to challenge the class, (2) scaffold student use of evidence, (3) repeat/summary the critical points students made, and (4) connect prior knowledge/science language to current topics.

Authors

• Ratrapee Inging Techawitthayachinda, Arizona State University

• Ying-Chih Chen, Arizona State University

• Chin-Chung Tsai, National Taiwan Normal University