Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design-based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole-class discussion. Classroom observations of whole-class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole-class discussions were collected, transcribed, and analyzed. A storyline talk to manage uncertainty during whole-class discussion was developed and consisted of three stages: (1) Raise epistemic uncertainty through creating ambiguous conditions; (2) Maintain epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) Reduce epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes beyond asking questions and problematizing phenomena. When engaging students in storyline-based whole-class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that raises, maintains, and reduces student uncertainty to horizontally and vertically construct a collective knowledge among students. The horizontal nature occurs within a stage of management, and the vertical nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty.

中文翻译：

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在科学课堂中发展深度学习：在全班讨论中管理认知不确定性的策略

科学教师通常将学生的不确定性视为需要克服的障碍、需要避免的负面体验、需要补救的缺陷。以科学中的深度学习理论作为生成和意义建构过程为基础，这项基于设计的研究的目的是确定教师管理学生认知不确定性的策略，作为一种教学资源，在全班期间发展学生的概念理解讨论。全班讨论的课堂观察是从三年级到八年级的六个教师班级中收集的。共收集、转录和分析了18个全班讨论。一个故事讲管理时全班讨论不确定性的开发和包括三个阶段：（1）通过创造模棱两可的条件来提高认知不确定性；(2)通过防止不成熟的披露和讨论替代解释或相互冲突的想法来保持认知的不确定性；(3)通过在当前的不确定性、先验知识和熟悉的现象之间建立连贯的联系来减少认知不确定性。确定了教师为实现不确定性管理的每个阶段而使用的七种微妙的策略。结果表明，管理不确定性不仅仅是提出问题和问题化现象。当让学生参与基于故事情节的全班讨论时，教师应该关注一个特定的不确定性，并建立一个连贯、一致的故事情节，提高、保持并减少学生的不确定性，以横向和纵向构建学生之间的集体知识。的水平自然管理的一个阶段内发生，而垂直故事情节谈话性质涉及从阶段一起移动到舞台。通过围绕学生认知不确定性的故事情节谈话，当课程以学生的不确定性为中心并受其驱动时，学生才能真正成为学习过程中的代理人。