Academic Journal
Developing Deep Learning in Science Classrooms: Tactics to Manage Epistemic Uncertainty during Whole-Class Discussion
| العنوان: | Developing Deep Learning in Science Classrooms: Tactics to Manage Epistemic Uncertainty during Whole-Class Discussion |
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| اللغة: | English |
| المؤلفون: | Chen, Ying-Chih (ORCID |
| المصدر: | Journal of Research in Science Teaching. Oct 2021 58(8):1083-1116. |
| الاتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Science Teachers, Science Instruction, Epistemology, Ambiguity (Context), Discussion (Teaching Technique), Story Telling, Learning Processes, Elementary School Students, Middle School Students |
| DOI: | 10.1002/tea.21693 |
| تدمد: | 0022-4308 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الانضمام: | EJ1307811 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0022-4308 |
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| DOI: | 10.1002/tea.21693 |