Want to encourage student sensemaking in your science class? Phrasing your questions to make space for uncertain ideas can make a big difference. So can students making fun of their own ideas! Both are examples of “epistemic distancing” – read more at this blog post:
Interested in more details? Check out this article I wrote with Rachel Scherr, published in Cognition and Instruction:
Conlin, L. D., & Scherr, R. E. (2018). Making space to sensemake: Epistemic distancing in small group physics discussions. Cognition and Instruction. (link to article)
Don’t have institutional access to this journal? You can get free access to the article e-print here!
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