Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource

• Published in: Teaching and teacher education Vol. 140; p. 104456
• Main Authors: Starrett, Emily, Jordan, Michelle, Chen, Ying-Chih, Park, Jongchan, Meza-Torres, Carlos
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2024
• Subjects: Science instruction; Science storyline; Teacher development; Teacher perceptions; Uncertainty navigation; Teacher development; Teacher perceptions; Science storyline; Uncertainty navigation; Science instruction
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2023.104456

Science practice introduces inevitable uncertainties that are desirable for learning. Yet, navigating student scientific uncertainties can be a challenge for teachers. This qualitative study explored how teachers perceive and utilize uncertainty during science instruction. Analysis of interviews and classroom observations collected from 14 middle school teachers in the United States indicated limited awareness of uncertainty's use as a resource in science. Teachers perceived uncertainty as a way to induce curiosity and persist through struggle; however, they were quick to reduce students' scientific uncertainty throughout lessons. Findings suggest that teachers need support to understand how uncertainty navigation can benefit student learning. •Teachers demonstrated a positive but limited awareness of the use of student scientific uncertainty.•Teachers enacted few strategies to navigate uncertainty effectively for student learning.•Teachers quickly reduced students' scientific uncertainty, providing few opportunities for productive struggle during lesson enactment.•Uncertainty reduction strategies resulted in fractured uncertainty navigation pathways in teacher-constructed storylines.