Exploring Science Teachers' Perceptions and Management of Students' Desirable Uncertainty

• In Event: Analyzing Youths' and Teachers' Science Practices as a Vital Part of Learning and Instruction

Abstract

New science standards push students to engage with problematized phenomena and enhance their sensemaking skills. Thus, there is a need for teachers to understand and work with student struggles and uncertainties that occur during such exploration. As managing uncertainty can be challenging, the purpose of this research was to explore how a group of science teachers perceived and utilized uncertainty within their instruction. Through interviews and classroom observations, the research team analyzed teachers’ perceptions and practice as a baseline for future professional development. Analysis showed a gap between perceptions and practice when supporting students grappling with uncertainty. While teachers perceived uncertainty as a useful aspect of science, they struggled to maintain uncertainty throughout their lessons, providing less space for exploration.

Authors

• Emily Starrett, Arizona State University
  Presenting Author

• Carlos Meza-Torres, Arizona State University
  Presenting Author

• Jongchan Park, Arizona State University
  Presenting Author

• Ying-Chih Chen, Arizona State University
  Presenting Author

• Michelle Jordan, Arizona State University
  Presenting Author