Akademik Veri Yönetim Sistemi
European Science Education Research Association (ESERA), Kobenhavn, Danimarka, 25 - 29 Ağustos 2025, ss.493, (Özet Bildiri)
This study explores how students navigate epistemic uncertainty in the context of socio-scientific issues (SSI). The research was conducted in a 10th-grade classroom using six SSI-based lessons on plastic usage. The teacher, with no prior SSI training, received pre-implementation professional development focused on epistemic uncertainty and co-developed activity materials with researchers. Data were collected through 240 minutes of lesson recordings, student-completed worksheets, and a teacher interview. An inductive thematic analysis, guided by Chen and Qiao's (2020) framework, was employed to identify causes of epistemic uncertainty, types of social interactions, and strategies for managing uncertainty. Findings reveal that SSIs effectively trigger epistemic uncertainty, particularly when students struggle to interpret scientific data or relate it to everyday contexts. This uncertainty prompts diverse social interactions where students amplify, sustain, or reduce uncertainty. Dialogues often feature strategies like information seeking, challenging, elaborating, and supporting. Over time, structured discussions fostered more participatory and fluid interactions, enhancing students’ critical thinking and argumentation skills. Teachers’ questioning and facilitation were crucial in guiding students through uncertainty. The study underscores the importance of leveraging uncertainty as a pedagogical tool to engage students in deeper learning and critical evaluation of science-related issues. Future research should explore the dynamics of uncertainty across diverse classroom contexts to further enrich our understanding of its role in fostering scientific literacy and informed decision-making. These findings contribute to the growing body of literature emphasizing the educational potential of epistemic uncertainty in SSI-based learning environments