Uncertainty in biology classrooms

A Matter of Disciplinary Culture

Bibliographic Data

ID7169477
AuthorsBritta Lübke (0000-0002-3876-8870, Universität Hamburg, corresponding author)
Year2025
Volume31
Issue2
Pages263-280
Publication date2025-02-17
Open AccessNo
TypeARTICLE
VenueTeachers and Teaching (JOURNAL)
Journal identifiersISSN: 1354-0602 • E-ISSN: 1470-1278
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13540602.2023.2271418
OpenAlexW4387666431
LanguageEN
Citations received2
References cited40

Uncertainty is an inherent aspect of the world we live in and is necessarily part of scientific knowledge and scientific inquiry. This paper presents a multi-case study about (1) how uncertainty occurs in the context of teaching and learning in a biology class about genetic engineering and (2) how K12 students deal with the occurring uncertainty. Designed as a Grounded Theory study, classroom observations (including videography) were combined with problem-centred interviews. Contrary to what was expected at the beginning of the study, the data did not contain considerable traces of uncertainty related to or caused by the actual genetic engineering content. Rather, it became apparent that the central phenomenon in the data related to uncertainty refers to the very norms of the biology classroom. Confronted with uncertainty the students tried to exclude the uncertain questions and situations from biology education, arguing that biology is about certain facts that should be reproduced by students. These findings are discussed relative to disciplinary cultures and the concept of habitus as well as in its relevance for the discourse about nature of science.KEYWORDS: Uncertaintynature of sciencebiology educationdisciplinary culturegrounded theory Disclosure statementNo potential conflict of interest was reported by the author.Notes1. The research by Anna Jones (Citation2009) on skills such as critical thinking, analysis, problem solving and communication in Higher education indicates, that these—often described as generic skills—are highly shaped by the discipline they are taught in. Her conclusions on the importance of context and disciplinary cultures may raise new questions for school and learning cultures as well.2. The unit took place within the regular biology classes and the genetics curriculum in the middle of the school year. The type of school, called 'Stadtteilschule', is similar to American high schools. It leads to various educational qualifications after nine, ten and thirteen years of schooling. Students in the eleventh-grade aim for the highest qualification that will enable them to attend university. The research at the school was approved by the IfBQ (Institute for Educational Monitoring and Quality Development) in behalf of the Authority for School and Vocational Training Hamburg (Approval number 181–24.03/214,48).3. The participation was voluntary and could be ended by students at any time. The students taking part in the weekly interviews received a cinema voucher at the end for the participation.4. The analysis was carried out by the author. The interpretations were constantly discussed in a monthly qualitative research colloquium as well as a weekly grounded theory working group to validate the interpretations.5. S. does not refer to a specific situation during the lesson at this moment, but to the entire learning unit and answers the following question in her last interview: When you think about the entire learning unit that you experienced, what comes to mind

Biology · Critical thinking · Discipline · Epistemology · Mathematics education · Phenomenon · Social science · Sociology · Interdisciplinary Research and Collaboration · Psychology · Science Education and Pedagogy · Science Education and Perceptions

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