Preparing Science Teachers to Teach With and About Uncertainty

Abstract

This editorial discusses uncertainty as a core characteristic of scientific literacy and science instruction, particularly in the context of socioscientific issues (SSI) that require learners to grapple with incomplete and evolving evidence when making decisions. By drawing on recent research, it emphasizes how understanding and integrating epistemic and ontological uncertainty can support inquiry and reasoning. The article positions uncertainty as a useful vehicle for science learning and for preparing teachers to engage students in scientific sensemaking within real-world contexts.