Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry
Bibliographic Data
| ID | 21392753 |
|---|---|
| Authors | Anttoni Kervinen (0000-0003-1689-6457, Faculty of Education and Psychology University of Oulu Oulu Finland, corresponding author), Tuomas Aivelo (0000-0003-4285-7179, Faculty of Educational Sciences, Viikki Teacher Training School University of Helsinki Helsinki Finland) |
| Year | 2023 |
| Volume | 107 |
| Issue | 5 |
| Pages | 1352-1379 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21809 |
| OpenAlex | W4383874622 |
| Language | EN |
| Citations received | 7 |
| References cited | 68 |
Uncertainty is endemic to scientific research practices; therefore, it is also an important element in learning about science. Studies have shown that experiences and management of uncertainty regarding the epistemic practices of science can support learning. Whereas the common strategies of supporting students in handling uncertainty rely on the teacher knowing the preferred outcomes and answers, few studies have explored settings in which no one can give the right answers to students. In this study, we explore how Finnish, suburban secondary school students (aged 13–14 years) respond to epistemic uncertainty during an ecological citizen science inquiry, in which the aim is to produce novel scientific knowledge. Drawing from qualitative interaction analysis of video and interview data, we articulate three responses to uncertainty that arise when students try to make optimal choices during the inquiry: they (a) envision alternative narrative scenarios and hypothesis; (b) accept and maintain it as part of their argumentation practices, and (c) flexibly reframe their research activities and goals. The findings indicate that the citizen science setting can allow students to reframe epistemic uncertainty in ways that are typical of scientific practices even without deliberate scaffolding by the teacher. We suggest that incorporating experiences of uncertainty that are shared by students and teachers in pedagogical design can support doing and learning science in different settings
Argumentation theory · Citizen science · Cognitive reframing · Contextual inquiry · Epistemology · Knowledge management · Mathematics education · Narrative · Narrative inquiry · Nature of Science · Next Generation Science Standards · Pedagogy · Philosophy of science · Science education · Sociology · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Social Psychology
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A Framework for Articulating and Measuring Individual Learning Outcomes from Participation in Citizen Science
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Managing uncertainty in scientific argumentation
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Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation
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“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons
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Can citizen science enhance public understanding of science
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Ethnomethodological Studies of Work
"Citizen Science"? Rethinking Science and Public Participation
Science Education in Three-Part Harmony
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The Mangle of Practice
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |