Investigating TAs Understandings of Scientific Uncertainty

Abstract

Uncertainty is a central feature of science that all scientists encounter when carrying out their investigations. Science education researchers have emphasized the importance of students experiencing uncertainty to support meaningful participation with science practices; however, teachers can impact how students may be engaging with uncertainty in the classroom. Little is known about how teachers are thinking about uncertainty and how they navigate moments of uncertainty with their students. Especially in contexts where students are positioned to generate their own explanations for scientific phenomenon. This thesis explores undergraduate and graduate student teaching assistants (TAs) understandings of scientific uncertainty and how their views may influence their teaching approaches for uncertainty with experimental data. We conducted 2 TA interviews to understand how they were thinking about scientific uncertainty based on their teaching and research experiences. We analyzed reflective questions of their understandings, and we compared two TAs teaching approaches and rationales for supporting their students with unexpected experimental results. We found that TAs had different understandings of scientific uncertainty, and research experience seems to be important for developing a more sophisticated view. TAs with different views may have different goals and strategies for helping students engage with uncertainty. Our results suggest that science education researchers should consider how science teachers are thinking about uncertainty to better prepare teachers for supporting their students with science practices.