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Assessing Students’ Uncertainty during an Collaborative Inquiry-Based Learning Process in Go-Lab Climate Simulations
Ancker, Jessica (2025) Assessing Students’ Uncertainty during an Collaborative Inquiry-Based Learning Process in Go-Lab Climate Simulations.
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| Abstract: | Uncertainty, often perceived as a barrier to learning, can catalyze deeper understanding and cognitive engagement when appropriately supported. This study investigates how Dutch secondary school students experience and manage uncertainty during collaborative inquiry-based learning within a digital climate simulation lab (Go-Lab). Drawing on Jordan’s (2010) uncertainty management framework and the inquiry learning cycle model by Pedaste et al. (2015), the study analyzes 47 student chat episodes to identify the types and management strategies of uncertainty encountered. Four types of uncertainties emerged: Uncertainties related to the learning environment, course content, task assignment, and interpersonal relationships. Students predominantly employed a reducing strategy to manage these uncertainties, though instances of maintaining, ignoring, and increasing uncertainty were also observed, varying across different phases of the inquiry cycle. The inquiry process of investigation elicited the most uncertainty, especially related to the learning environment. Findings highlight the value of collaborative uncertainty dialogue significance and supported inquiry-based learning environments in promoting productive uncertainty management. These insights can inform the design of inquiry-based educational systems that encourage meaningful student engagement in the face of ambiguity. |
| Item Type: | Student Thesis (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology MSc (66604) |
| Link to this item: | https://purl.utwente.nl/essays/106634 |
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