Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist

Abstract

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a phenomenon, (2) material practice, (3) argumentative practice, and (4) reflection, transformation, and application. Three design principles are generated to guide how teachers implement the SUPeR approach: (1) engage students in writing and talking about conceptual and epistemic uncertainties; (2) write and talk to raise, maintain, reduce, and postpone scientific uncertainty; and (3) socially engage students to talk and write about uncertainty with peers while making claims and seeking evidence to reach a consensus understanding. A sixth-grade project-based learning unit that features the phenomena of solar panels is examined to illustrate how the SUPeR approach can be applied in designing a lesson plan. The SUPeR approach can be useful for teachers from different grade levels who are struggling to get their students to think “outside the box” and to practice like a scientist. Interviews from twelve science teachers recognized that the SUPeR is a powerful to (1) engage students in learning the new era of literacy, (2) help student use claims and evidence to negotiate their uncertainties, (3) motivate students to assume agency for learning science, and (4) support student to positively view their uncertainty as a resource to engage in scientific practice.

Keywords:

• Scientific uncertainty
• pedagogical resources
• phenomenon
• solar energy
• solar panel

Acknowledgments

This research was funded by the National Science Foundation (Award # 2100879) to explore teachers’ capacity to manage student epistemic uncertainty to support student’s productive struggle and the development of conceptual knowledge during project-based learning instruction in middle school science classrooms. The opinions expressed herein are our own and not necessarily those of the National Science Foundation.

Disclosure statement

No potential conflict of interest was reported by the authors.