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…mehr
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.
Thomas "TJ" McKenna, PhD, has dedicated his life to understanding how people make sense of the natural world and supporting educators in fostering this same curiosity in their students. Through two decades of experience as a scientist, educator, and science communicator, he has worked tirelessly to transform STEM education and is continuing this work at Boston University's Wheelock College of Education & Human Development, where he serves as a clinical assistant professor. Dr. McKenna's impact on science education spans the entire educational spectrum. He has worked directly with K-12 students, mentored preservice elementary and secondary teachers, and supported veteran educators across the country in their professional growth. His innovative course "Sensemaking in STEM" exemplifies his approach to teaching and learning, while his curriculum development work has helped countless educators bring phenomena-based science instruction into their classrooms. As the founder of Phenomena for NGSS, a widely-used educational resource (4.5 million views), Dr. McKenna has helped teachers nationwide embrace phenomena-based instruction, making science come alive for their students. His collaborative work with informal science institutions has created powerful bridges between classroom learning and real-world scientific exploration. As director of Boston University's Center for STEM Professional Learning at Scale, he focuses on expanding high quality STEM teaching across educational systems. Drawing from his extensive experience in formal education, informal learning environments, and on-air science communication, Dr. McKenna specializes in identifying and scaling effective STEM teaching methods. His approach combines rigorous research with practical classroom solutions, supporting educators at every level while ensuring all students have access to meaningful STEM learning experiences. Through his work, he continues to champion the importance of sensemaking in STEM education, helping both teachers and students develop curiosity, and a deeper understanding of the natural world around them.
Inhaltsangabe
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
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
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