Science Teachers’ Perceptions and Practice of Uncertainty: The Changes Experienced After Engaging in Professional Development

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: It's Elementary (and Middle) Science Education (Table 33)

Abstract

Grappling with uncertainty is an essential element of students’ science learning and sense-making processes, yet literature is limited regarding how teachers can facilitate and use uncertainty in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice ones’ perceptions and engage in opportunities to experience and reflect on new approaches. As such, this study follows a group of 11 middle school science teachers before and after participating in a practice-based PD that focused on using student uncertainty as a pedagogical resource (the SUPeR approach). Through analyzing interviews and classroom observations (pre- and post-PD), we found that teachers’ awareness of how to use uncertainty grew both in their expressed perceptions and their observed use in their classrooms.

Authors

• Emily Starrett, Arizona State University

• Jongchan Park, Arizona State University

• Carlos Meza-Torres, Arizona State University

• Ying-Chih Chen, Arizona State University

• Michelle Jordan, Arizona State University