This study aims to investigate the use of student scientific uncertainty as a pedagogical tool in science teaching. Specifically, it explores how teachers perceive and implement this approach in their classrooms.
The term "scientific uncertainty" refers to students acknowledging that there may be limitations to their knowledge and understanding in the field of science. By embracing uncertainty, students are encouraged to ask questions, think critically, and make connections between different ideas.
The study examines teachers' perspectives on the role of student scientific uncertainty in science education and investigates how they incorporate this concept into their teaching practices. It seeks to identify the benefits and challenges of using uncertainty as a pedagogical tool and to provide insights into effective strategies for fostering a culture of inquiry and exploration in the science classroom.
Overall, the study aims to contribute to the growing body of research on innovative teaching practices in science education and to provide guidance for educators interested in incorporating student scientific uncertainty into their teaching.
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Exploring the Role of Student Scientific Uncertainty as a Pedagogical Tool in Science Teaching: Teacher's Perspectives and Practices
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