Emily Starrett
Biographic Data
| ID | 5877177 |
|---|---|
| NAME | Emily Starrett |
| GIVEN NAMES | Emily |
| FAMILY NAME | Starrett |
| SIGNATURE | STARRETT E |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-7841-6493 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation
Navigating scientific uncertainty is essential for fostering curiosity and enhancing students' science learning. Dispositions toward Scientific Uncertainty Navigation (DSUN)—students' tendencies to think, feel, believe, and act when encountering scientific uncertainties—play a key role in this process. Despite its importance, DSUN remains underexplored in terms of conceptualization, measurement, and its relationship to curiosity and learning achi…
Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development
Grappling with uncertainty is an essential element of students' science learning and sense‐making processes, yet literature is limited regarding how teachers can facilitate and use student scientific uncertainty as a pedagogical resource in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice one's perceptions and engage in opportunities to experience and reflect on new instructional approaches. To…
Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties
An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem f…
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource
The impact of effective study strategy use in an introductory anatomy and physiology class
Introductory courses in biology often act as a gateway for students seeking careers in healthcare and science-related fields. As such, they provide a prime entry point for innovations seeking to enhance students’ learning of foundational content. Extant innovations and interventions have been found to positively impact students’ study strategy use with concomitant impacts on course exams and grades. These innovations, however, often have associat…
The impact of effective study strategy use in an introductory anatomy and physiology class
Introductory courses in biology often act as a gateway for students seeking careers in healthcare and science-related fields. As such, they provide a prime entry point for innovations seeking to enhance students’ learning of foundational content. Extant innovations and interventions have been found to positively impact students’ study strategy use with concomitant impacts on course exams and grades. These innovations, however, often have associat…
Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties
An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem f…
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource
Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development
Grappling with uncertainty is an essential element of students' science learning and sense‐making processes, yet literature is limited regarding how teachers can facilitate and use student scientific uncertainty as a pedagogical resource in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice one's perceptions and engage in opportunities to experience and reflect on new instructional approaches. To…
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation
Navigating scientific uncertainty is essential for fostering curiosity and enhancing students' science learning. Dispositions toward Scientific Uncertainty Navigation (DSUN)—students' tendencies to think, feel, believe, and act when encountering scientific uncertainties—play a key role in this process. Despite its importance, DSUN remains underexplored in terms of conceptualization, measurement, and its relationship to curiosity and learning achi…
Mathematics education (4 works) · Psychology (4 works) · Science education (4 works) · Computer Science (3 works) · Educational Strategies and Epistemologies (3 works) · Science Education and Pedagogy (3 works) · Curiosity (2 works) · Education and Critical Thinking Development (2 works) · Nature of Science (2 works) · Pedagogy (2 works)