Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8423
Title: Facilitating Productive Struggle in Science Education: The Possible Benefits of Managing Scientific Uncertainty During Sensemaking
Authors: Park, Jongchan
Starrett, Emily
Chen, Ying-Chih
Jordan, Michelle E.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Park, J., Starrett, E., Chen, Y., & Jordan, M. E. (2022). Facilitating productive struggle in science education: The possible benefits of managing scientific uncertainty during sensemaking. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1117-1120). International Society of the Learning Sciences.
Abstract: Utilizing students’ scientific uncertainty as a resource for deep learning opportunities has been introduced for productive sensemaking in science education. However, productively managing the emerging uncertainty is challenging for teachers and students in that they are often frustrated by or ignore the uncertainty during sensemaking. It also remains unclear what drives or obstructs sensemaking when students are learning science concepts, and when the process advances or recedes. This paper aims to suggest a conceptual framework to understand how uncertainty management can facilitate students’ sensemaking so that they can experience productive struggle. To develop the framework, this theoretical paper explores sources and types of scientific uncertainty, and how the management of these uncertainties does or does not promote the productiveness of students’ struggle during sensemaking. Lastly, a framework is proposed to translate the theoretical constructs into classroom practices.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1117
https://repository.isls.org//handle/1/8423
Appears in Collections:ISLS Annual Meeting 2022

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