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.
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Maße
Höhe: 235 mm
Breite: 163 mm
Dicke: 12 mm
Gewicht
ISBN-13
978-0-8077-8687-1 (9780807786871)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
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.
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
