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Making Sense of Sensemaking
Designing Authentic K–12 STEM Learning Experiences
TJ McKenna (Author)
9780807786871
Hardback, published 23 May 2025
176 pages
23.5 x 16.2 x 1.2 cm, 0.666 kg
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:
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