Variation in students' propensities for managing uncertainty

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of this qualitative study was to explore how students vary in their propensities for managing uncertainty they experience during academic tasks. Naturalistic observation and interviews were conducted with students collaborating on robotics engineering projects in a regular fifth-grade class. Techniques of grounded theory and microanalysis of discourse revealed five propensities for managing uncertainty. In particular, students varied in the size and composition of the set of tactics from which they drew and in their willingness to acknowledge uncertainty. Results contribute to theoretical understandings of uncertainty orientations as multi-dimensional and well represented by categories. They also contribute to the science of instruction by indicating that students with different propensities might benefit from differential teacher scaffolding. Suggestions are made for how teachers can shape students' management of uncertainty to facilitate learning.

Original languageEnglish (US)
Pages (from-to)99-106
Number of pages8
JournalLearning and Individual Differences
Volume38
DOIs
StatePublished - Feb 1 2015

Fingerprint

Uncertainty
uncertainty
Students
student
Robotics
teacher
grounded theory
tactics
Observation
Learning
Interviews
engineering
instruction
discourse
interview
science
management
learning
experience

Keywords

  • Collaborative learning
  • Elementary students
  • Self-regulation
  • Uncertainty

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Education

Cite this

Variation in students' propensities for managing uncertainty. / Jordan, Michelle.

In: Learning and Individual Differences, Vol. 38, 01.02.2015, p. 99-106.

Research output: Contribution to journalArticle

@article{4e2e071202ce49dababd7d6932460d8d,
title = "Variation in students' propensities for managing uncertainty",
abstract = "The purpose of this qualitative study was to explore how students vary in their propensities for managing uncertainty they experience during academic tasks. Naturalistic observation and interviews were conducted with students collaborating on robotics engineering projects in a regular fifth-grade class. Techniques of grounded theory and microanalysis of discourse revealed five propensities for managing uncertainty. In particular, students varied in the size and composition of the set of tactics from which they drew and in their willingness to acknowledge uncertainty. Results contribute to theoretical understandings of uncertainty orientations as multi-dimensional and well represented by categories. They also contribute to the science of instruction by indicating that students with different propensities might benefit from differential teacher scaffolding. Suggestions are made for how teachers can shape students' management of uncertainty to facilitate learning.",
keywords = "Collaborative learning, Elementary students, Self-regulation, Uncertainty",
author = "Michelle Jordan",
year = "2015",
month = "2",
day = "1",
doi = "10.1016/j.lindif.2015.01.005",
language = "English (US)",
volume = "38",
pages = "99--106",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Variation in students' propensities for managing uncertainty

AU - Jordan, Michelle

PY - 2015/2/1

Y1 - 2015/2/1

N2 - The purpose of this qualitative study was to explore how students vary in their propensities for managing uncertainty they experience during academic tasks. Naturalistic observation and interviews were conducted with students collaborating on robotics engineering projects in a regular fifth-grade class. Techniques of grounded theory and microanalysis of discourse revealed five propensities for managing uncertainty. In particular, students varied in the size and composition of the set of tactics from which they drew and in their willingness to acknowledge uncertainty. Results contribute to theoretical understandings of uncertainty orientations as multi-dimensional and well represented by categories. They also contribute to the science of instruction by indicating that students with different propensities might benefit from differential teacher scaffolding. Suggestions are made for how teachers can shape students' management of uncertainty to facilitate learning.

AB - The purpose of this qualitative study was to explore how students vary in their propensities for managing uncertainty they experience during academic tasks. Naturalistic observation and interviews were conducted with students collaborating on robotics engineering projects in a regular fifth-grade class. Techniques of grounded theory and microanalysis of discourse revealed five propensities for managing uncertainty. In particular, students varied in the size and composition of the set of tactics from which they drew and in their willingness to acknowledge uncertainty. Results contribute to theoretical understandings of uncertainty orientations as multi-dimensional and well represented by categories. They also contribute to the science of instruction by indicating that students with different propensities might benefit from differential teacher scaffolding. Suggestions are made for how teachers can shape students' management of uncertainty to facilitate learning.

KW - Collaborative learning

KW - Elementary students

KW - Self-regulation

KW - Uncertainty

UR - http://www.scopus.com/inward/record.url?scp=84925514147&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84925514147&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2015.01.005

DO - 10.1016/j.lindif.2015.01.005

M3 - Article

AN - SCOPUS:84925514147

VL - 38

SP - 99

EP - 106

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -