Developing Deep Learning in Science Classrooms: Tactics to Manage Epistemic Uncertainty during Whole-Class Discussion

Autor/inn/en	Chen, Ying-Chih; Techawitthayachinda, Ratrapee
Titel	Developing Deep Learning in Science Classrooms: Tactics to Manage Epistemic Uncertainty during Whole-Class Discussion
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 8, S.1083-1116 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Ying-Chih) ORCID (Techawitthayachinda, Ratrapee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21693
Schlagwörter	Science Teachers; Science Instruction; Epistemology; Ambiguity (Context); Discussion (Teaching Technique); Story Telling; Learning Processes; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design-based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a "pedagogical resource" to develop student conceptual understanding during whole-class discussion. Classroom observations of whole-class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole-class discussions were collected, transcribed, and analyzed. A "storyline talk" to manage uncertainty during whole-class discussion was developed and consisted of three stages: (1) "Raise" epistemic uncertainty through creating ambiguous conditions; (2) "Maintain" epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) "Reduce" epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes "beyond" asking questions and problematizing phenomena. When engaging students in storyline-based whole-class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that "raises," "maintains," and "reduces" student uncertainty to "horizontally" and "vertically" construct a collective knowledge among students. The "horizontal" nature occurs within a stage of management, and the "vertical" nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01