Links Between Perceived Uncertainty and Science Confidence in High School Students

Abstract

The nature of science describes how scientific evidence is generated and validated. A key aspect of validation is that conclusions made with uncertain scientific evidence are inherently tentative. Perceived uncertainty in scientific evidence has been negatively correlated in university students and positively correlated in pre-service science teacher populations with science self-efficacy (Flemming et al., 2015, Gito Gizaw et al., 2024).  

In the high school classroom, science self-efficacy refers to “the judgements of students about their abilities to successfully attain educational goals in science subjects” (Alhadabi 2021). Science self-efficacy is a predictor of academic achievement, plays a role in the development of students’ science identity and the likelihood of following science career paths (Hu et al., 2022, Alhadabi 2021). No studies have explored possible links between high school student science self-efficacy and their perceptions of uncertainty in scientific evidence to date. 

This study presents the design of a research-informed astrobiology outreach activity to introduce the concept of uncertainty in science to New South Wales metropolitan, regional, and rural high school classrooms. We will explore students’ perception of uncertainty in scientific evidence and their science self-efficacy, utilising quantitative questionnaires and qualitative classroom observations and semi-structured interviews. The differences in perceptions and science self-efficacy between demographic groups (i.e., students from regional and rural locations) will be examined.  

The goal of this research is to understand if high school student perceptions (or lack thereof) of uncertainty in scientific evidence are linked to their science self-efficacy beliefs. Outcomes from our project will not only inform educators of potential future impact pathways for outreach programs but also support scientists to more effectively communicate with the public about the nature of science, ultimately improving public understanding of science. 

REFERENCES 

Alhadabi, A., & Karpinski, A. C. (2019). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519–535. Informa UK Limited. https://doi.org/10.1080/02673843.2019.1679202 

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015). Individual Uncertainty and the Uncertainty of Science: The Impact of Perceived Conflict and General Self-Efficacy on the Perception of Tentativeness and Credibility of Scientific Information. Frontiers in Psychology, 6. Frontiers Media SA. Retrieved from https://doi.org/10.3389/fpsyg.2015.01859 

Gizaw, G. G., Sota, S. S., Zinabu, S. A., & Adamu, D. W. (2024). Exploring Nature of Science Understanding, Science Self-efficacy and Their Relationships Among Secondary School Pre-service Science Teachers in Ethiopia. Science & Education. Retrieved from https://doi.org/10.1007/s11191-024-00543-x 

Gustafson, A., & Rice, R. E. (2020). A review of the effects of uncertainty in public science communication. Public Understanding of Science, 29(6), 614–633. SAGE Publications. Retrieved from https://doi.org/10.1177/0963662520942122 

Hu, X., Jiang, Y., & Bi, H. (2022). Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school. International Journal of STEM Education, 9(1). Retrieved from https://doi.org/10.1186/s40594-022-00363-x