Undergraduate Students' Affective Responses to Scientific Uncertainty (Poster 44)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Sciences SIG Poster Session Two: Health, Higher Education, Representations, and Reasoning

Abstract

Recent calls for biology education emphasize the need for students to engage in the ways of thinking, feeling and doing that biologists engage in as they work to investigate and explain phenomenon. Part of this engagement involves wrestling with uncertainty (the aspect of scientist’s work that is non-obvious or contingent). Student’s participation in science activity requires both cognitive and affective efforts, and evidence of their affective responses during these efforts can be evidence of their disciplinary engagement. Few studies have examined undergraduate student’s affective responses to scientific uncertainty, and the findings demonstrate that student’s affective responses can influence their disciplinary engagement. The significance of these results will be discussed.

Authors

• Sam Skrob-Martin, Florida State University
  Presenting Author

• Sherry A. Southerland, Florida State University
  Non-Presenting Author