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Connecting Design and Experience: Tracing Uncertainty through Classroom Science Investigations

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Title: Connecting Design and Experience: Tracing Uncertainty through Classroom Science Investigations
Language: English
Authors: Eve Manz (ORCID 0000-0003-3395-2449), Alessandra Ward, Andrea Wells (ORCID 0009-0002-0540-5421)
Source: Science Education. 2026 110(2):557-579.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Science Education, Ambiguity (Context), Science Activities, Elementary School Science, Elementary School Students, Science Process Skills, Class Activities, Classroom Communication, Investigations
DOI: 10.1002/sce.70015
ISSN: 0036-8326
1098-237X
Abstract: Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments requires working across multiple conceptions of uncertainty, specifically connecting "uncertainty as designed for" and "uncertainty as experienced in the learning environment." We use an elementary school landforms investigation to apply design conjectures and develop an analytic method for following uncertainty from design through collective classroom engagement. We explore whether and how uncertainty was realized, made public, and taken up in classroom conversations. We highlight key findings that have continued to guide our work designing for productive uncertainty in classroom science. These include the interconnected nature of uncertainties in various parts of student investigations, the supportive role of consequential differences in helping students make uncertainty public, and teacher practices that impact how students make public and work with uncertainty.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496865
Database: ERIC
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  Data: Connecting Design and Experience: Tracing Uncertainty through Classroom Science Investigations
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  Data: <searchLink fieldCode="AR" term="%22Eve+Manz%22">Eve Manz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3395-2449">0000-0003-3395-2449</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alessandra+Ward%22">Alessandra Ward</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Wells%22">Andrea Wells</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0540-5421">0009-0002-0540-5421</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 23
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: 10.1002/sce.70015
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  Data: Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments requires working across multiple conceptions of uncertainty, specifically connecting "uncertainty as designed for" and "uncertainty as experienced in the learning environment." We use an elementary school landforms investigation to apply design conjectures and develop an analytic method for following uncertainty from design through collective classroom engagement. We explore whether and how uncertainty was realized, made public, and taken up in classroom conversations. We highlight key findings that have continued to guide our work designing for productive uncertainty in classroom science. These include the interconnected nature of uncertainties in various parts of student investigations, the supportive role of consequential differences in helping students make uncertainty public, and teacher practices that impact how students make public and work with uncertainty.
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        Value: 10.1002/sce.70015
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      – Text: English
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      – SubjectFull: Ambiguity (Context)
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      – SubjectFull: Science Activities
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      – SubjectFull: Elementary School Science
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Class Activities
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Investigations
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      – TitleFull: Connecting Design and Experience: Tracing Uncertainty through Classroom Science Investigations
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