Building Trust: Supporting Vulnerability for Doing Science in School

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Science education’s emphasis on supporting students’ participation in science knowledge-building practices, often through talk and collaboration, have become increasingly important goals for learning. But this emphasis creates both social and epistemic risks for students: the process of building knowledge requires continually identifying and wrestling with uncertainty, and building knowledge collectively requires making that uncertainty public. In this study, I investigate how a classroom community shifted to become a place where students regularly participated in risky science knowledge-building. I theorize that this shift occurred through a process of trust-building, and utilize this case to further elucidate the phenomenon of trust-building in the context of science learning.
Original languageEnglish (US)
Title of host publicationThe Interdisciplinarity of the Learning Sciences
Subtitle of host publication14th International Conference of the Learning Sciences (ICLS) 2020
EditorsM Gresalfi, I S Horn
PublisherInternational Society of the Learning Sciences (ISLS)
StatePublished - Jun 2020
EventInternational Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences - Vanderbilt University, Nashville, United States
Duration: Jun 19 2020Jun 23 2020
Conference number: 14


ConferenceInternational Conference of the Learning Sciences
Abbreviated titleICLS 2020
CountryUnited States


  • learning
  • identity

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