Making Sense of Sensemaking: Designing Authentic K–12 STEM Learning Experiences

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.

Table of Contents:
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

About the Author :
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.