Supporting teachers to negotiate uncertainty for science, students, and teaching.

Autor/inn/en	Manz, Eve; Suárez, Enrique
Titel	Supporting teachers to negotiate uncertainty for science, students, and teaching.
Quelle	In: Science education, 102 (2018) 4, S. 771-795Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21343
Schlagwörter	Grundschulpädagogik; Lehr-Lern-Forschung; Curriculumentwicklung; Unterrichtsplanung; Naturwissenschaftliche Bildung; Verständnisförderung
Abstract	This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work exploring tools to adapt their curriculum. We argue that an essential aspect of the teachers' work was developing a more nuanced view of scientific uncertainty, including more precise goals for students' engagement in scientific activity and a repertoire of strategies for supporting students to engage with scientific uncertainty without unduly increasing uncertainty for teachers. We trace three strategies that appeared to help teachers negotiate and develop this more nuanced view: beginning with complex phenomena, iterating on investigations, and leveraging variability in students' ways of conducting investigations. The findings have implications for the design of professional development programs for elementary teachers, particularly the support that teachers might need to negotiate a nuanced set of teacher and student roles when seeking to engage students more authentically in science practices.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3