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Abstract Title: Evidence of entanglement: How introductory students' epistemologies relate to their feelings about uncertainty
Abstract: There has been a growing interest in designing learning environments that strategically introduce uncertainty into students' scientific inquiry. (Berland & Reiser, 2011; Engle, 2012; Lehrer & Schauble, 2012; Manz, 2015). Little is known, however, about how students make sense of these experiences and whether they take them up in productive ways.  Previously, we found that one introductory physics student's transformation from feeling anxious to excited about uncertainty co-occurred with a shift from novice-like to expert-like epistemologies (Radoff, Jaber, & Hammer, 2016). In a subsequent semester, we interviewed 5 students about their experiences in this physics course. Our analysis of these interviews showed that students' comfort with uncertainty was related to their epistemologies: students who had more expert-like epistemologies typically felt more comfortable with uncertainty, and students who had more novice-like epistemologies typically felt less comfortable with uncertainty. This relationship held true whether or not students' epistemologies shifted.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jennifer Radoff
Tufts University, Department of Education
Co-Author(s)
and Co-Presenter(s)
Anna McLean Phillips, Tufts University, Department of Physics
David Hammer, Tufts University, Departments of Physics and Education