Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

• Published in: Journal of research in science teaching Vol. 58; no. 8; pp. 1083 - 1116
• Main Authors: Chen, Ying‐Chih, Techawitthayachinda, Ratrapee
• Format: Journal Article
• Language: English
• Published: Hoboken, USA John Wiley & Sons, Inc 01.10.2021; Wiley; Wiley Subscription Services, Inc
• Subjects: Ambiguity; Ambiguity (Context); Classroom observation; Classroom Observation Techniques; Classrooms; Conceptual knowledge; Deep learning; Discussion (Teaching Technique); Elementary School Students; epistemic agent; epistemic uncertainty; Epistemology; Grade 8; Learner Engagement; Learning; Learning Processes; Middle School Students; pedagogical resource; Prior knowledge; Prior Learning; Science Instruction; Science Teachers; Sensemaking; Story Telling; storyline talk; Students; Tactics; Teachers; Teaching Methods; Uncertainty; whole‐class discussion

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 ta...