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Explicit Instruction of Scientific Uncertainty in an Undergraduate Geoscience Field-Based Course.
Kathryn M Bateman1, Cristina G Wilson2, Randolph T Williams3
1Department of Psychology, Temple University, 1701 N 13th Street, Philadelphia, PA 19122 USA.
Science & Education
|May 17, 2022
Summary
Explicit instruction in scientific uncertainty helps undergraduate geoscience students develop critical thinking skills. This approach equips novices to better understand and communicate complex geological data and expert disagreements.
Area of Science:
- Geoscience education
- Scientific communication
Background:
- Effective communication of scientific uncertainty is crucial but under-researched in undergraduate science education.
- Geoscience novices often struggle to interpret and communicate uncertainty in complex geological problems.
Purpose of the Study:
- To investigate the impact of explicit instruction on uncertainty within an online geoscience field course.
- To assess if students can learn to utilize uncertainty communication tools and interpret expert disagreements.
Main Methods:
- Developed and implemented an online module with explicit uncertainty instruction and an uncertainty rating scale.
- Engaged students in analyzing a real-world geological problem with competing expert claims and provided data.
- Assessed student understanding and application of uncertainty through written arguments and course-based assessments.
Main Results:
- Students demonstrated an increased understanding of uncertainty, often requesting expert judgments.
- Many students spontaneously used the provided uncertainty rating scale in their arguments.
- Pre- and post-course assessments indicated improved student comprehension and communication of uncertainty.
Conclusions:
- Explicit instruction on uncertainty is feasible and beneficial in undergraduate geoscience coursework.
- This approach can help bridge the gap between geoscience novices and practicing geoscientists by fostering critical evaluation of scientific information.
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