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Making Sense of Sensemaking: Designing Authentic K12 STEM Learning Experiences [Kõva köide]

  • Formaat: Hardback, 176 pages, kõrgus x laius x paksus: 235x162x12 mm
  • Ilmumisaeg: 23-May-2025
  • Kirjastus: Teachers' College Press
  • ISBN-10: 080778687X
  • ISBN-13: 9780807786871
  • Formaat: Hardback, 176 pages, kõrgus x laius x paksus: 235x162x12 mm
  • Ilmumisaeg: 23-May-2025
  • Kirjastus: Teachers' College Press
  • ISBN-10: 080778687X
  • ISBN-13: 9780807786871
"This guide describes what sensemaking is, why it is important, and how to design dynamic learning experiences that are student-centered"-- Provided by publisher.

Dive into the transformative world of science education with this .

In Making Sense of Sensemaking, readers will learn how to navigate the journey from traditional teaching to a dynamic, student-centered approach that emphasizes understanding over rote learning.

Grounded in the latest educational research and aligned with the Next Generation Science Standards (NGSS), this book provides practical strategies for creating K–12 classrooms where students actively engage in scientific practices, explore real-world problems, and build knowledge through inquiry and collaboration. Readers will learn how to design lessons that foreground sensemaking through the integration of disciplinary core ideas, crosscutting concepts, and science and engineering practices to make learning relevant and exciting.

Teachers, educational leaders, and professional development providers will find valuable insights for supporting teachers in this shift, ensuring that science education becomes more equitable and effective for all learners. Making Sense of Sensemaking provides the tools and inspiration to elevate science education and cultivate scientifically literate citizens ready to tackle the challenges of the future.

Book Features:

  • Describes what sensemaking is, why it is important, and how to design learning experiences that foreground sensemaking.
  • Provides tangible examples of sensemaking experiences that can easily be incorporated into work in K–12 classrooms, university methods courses (preservice), and professional learning sessions (inservice).
  • Shows how to develop teacher capacity for sensemaking and ways to build sensemaking into a lifelong journey of learning.
  • Provides models, pedagogical strategies, and tangible examples that can be immediately implemented.
  • Offers guidance and rubrics for assessing STEM learning experiences in K–12 classrooms.
  • For more resources, including a searchable phenomena library, check out ngssphenomena.com.
Contents

Introduction 1

A New Vision for Science Education 4

What Is Sensemaking and Why Is It Important? 5

The Roles of Phenomena and Problems 6

Helpful Misconceptions? 8

Messy Real-World Data 10

Keeping Learning Coherent From Both the Teacher's and the Students'
Perspectives 12

How to Use This Book 13

1. Getting Started: How Do We Create a Culture of Sensemaking? 14

How to Introduce Sensemaking in Classrooms 16

The Complexities of Phenomena 18

The Challenges of Setting Norms for Productive Sensemaking 23

The Importance of Explanations in Science Education 26

2. Designing Learning Experiences That Foreground Sensemaking 30

Instructional Units Grounded in Sensemaking and Coherence From the Student
Perspective 31

Sensemaking as a Social Endeavor 33

Sensemaking Means That Ideas Change Over Time 37

Sensemaking Builds Incrementally Over Time 38

Equitable Sensemaking 39

Sensemaking: Students as Experts 43

Sensemaking and Multilingual Learners 44

Sensemaking in Elementary Classrooms 47

The Role of Technology and Engineering in Sensemaking for Young Children 51

Sensemaking in Secondary Classrooms 56

Sensemaking in Out-of-Classroom Settings 63

Practical Strategies for Sensemaking in Out-of-School Settings 64

Embracing Sensemaking as a Path Forward 66

3. Pedagogical Strategies for Facilitating Sensemaking 68

Key Strategies to Introducing Mini-Reasoning Experiences 70

Importance of Mini-Reasoning Experiences 74

Highlighting the Three Dimensions With Sensemaking 76

Moving From Explainer to Facilitator of Learning 82

Sensemaking With Technology 88

4. Assessing Sensemaking 93

STEM Notebooks 95

Discourse Circles and Student-Driven Discussions 98

Example Rubrics for Assessing Sensemaking 100

5. Developing Teacher Capacity for Sensemaking 129

Methods Courses 132

Sensemaking Rehearsals 133

Professional Learning for Inservice Teachers 139

Leading Professional Development Programs Focused on Sensemaking for
Inservice Teachers 143

Information for STEM Coaches and Administrators 147

Supporting Sensemaking at the District Level 149

Final Words: Building Capacity for Teacher Sensemaking 149

Conclusion: A New Vision for STEM Education: Sensemaking as a Lifelong
Pursuit 151

References 153

Index 157

About the Author 163
TJ McKenna is a clinical assistant professor of science education and director of the Center for STEM Professional Learning at Scale at Boston University's Wheelock College of Education and Human Development.