#760: The Role of Tolerance for Ambiguity in Model-Based Science Instruction

This paper presents findings from an NSF-funded efficacy study of a high school biology modeling program that revealed teachers' Tolerance for Ambiguity (T4A) as a significant moderator of student learning gains. Teachers more comfortable with open-ended, ambiguous tasks facilitated greater scientific sensemaking among students. We discuss the theoretical significance of this finding in the context of science education reform efforts aligned with the Next Generation Science Standards, exploring how T4A relates to scientific uncertainty, productive struggle, and epistemic heterogeneity. Implications for professional learning design, equitable instruction, and future research directions are examined.