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Creators/Authors contains: "Ozlem Akcil-Okan, O."

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  1. ; ; (, Annual meeting program American Educational Research Association)
    null (Ed.)
    The reform vision brought forth by the Framework for K-12 Science Education emphasizes the integration of scientific knowledge with scientific practices as students try to figure out a phenomenon. During this process of making sense of phenomenon, students experience moments of uncertainty which is important because scientific activity is driven by this need to manage uncertainty. Using cognitively demanding tasks in science classrooms presents a means to integrate uncertainty into students’ experiences. Our analysis of video records of science lessons during the implementation of chemistry tasks at different cognitive demand levels revealed how types of uncertainty that students experienced differed in these lessons and the ways in which uncertainty was evoked during the implementation of cognitively demanding science tasks. 
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