Exploring Students’ Engagement with Inscription-based Science Practices from the Perspective of Epistemic (Un)certainty
Learning about natural hazards and risks through science practices entails considerations of uncertainty. We examined ways in which students expressed their epistemic (un)certainty about claims they made based on their inscription-based science practices.
Learning about natural hazards and risks through science practices entails considerations of uncertainty. We examined ways in which students expressed their epistemic (un)certainty about claims they made based on their inscription-based science practices.