Making Sense of Student Sensemaking: How Teachers Can Leverage the Wealth of Knowledge Students Bring to the Classroom

Autor/in	Short, Mary E.
Institution	Smithsonian Institution (SI), Smithsonian Science Education Center (SSEC)
Titel	Making Sense of Student Sensemaking: How Teachers Can Leverage the Wealth of Knowledge Students Bring to the Classroom
Quelle	(2021), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Science Education; Student Characteristics; Cooperative Learning; Problem Solving; Science Instruction; Prior Learning; Models; Plants (Botany); Cultural Background; Instructional Materials; Questioning Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Kooperatives Lernen; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorkenntnisse; Analogiemodell; Pflanze; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Befragungstechnik; Fragetechnik
Abstract	Students enter classrooms equipped with a rich foundation of skills and knowledge from their everyday experiences. High-quality science education builds on students' wealth of experience in making sense of the world. In science classrooms, "sensemaking" is a collaborative practice that includes students sharing initial ideas with peers and identifying inconsistencies or gaps in their shared understandings about the cause of phenomena or solutions to problems (Odden and Russ 2019). While sensemaking, students are continually drawing on their existing knowledge and integrating it with new information. Therefore, the process of sensemaking in science classrooms includes building or revising explanations for phenomena or iteratively working to solve problems and answer questions. This report discusses why teachers should prioritize student sensemaking, building new knowledge from lived experiences, how curriculum can support student sensemaking, sensemaking with investigations, using texts and media to support sensemaking, using models to support student sensemaking about problems and solutions, and three-dimensional sensemaking. [This report was co-produced by the Carolina Biological Supply Company as part of the Science and Technology Concepts--Middle School (STCMS) program.] (ERIC).
Anmerkungen	Smithsonian Science Education Center. Smithsonian Institution, PO Box 37012, MRC 952, Washington, DC 20013. Tel: 202-633-2972; Fax: 202-287-2070; e-mail: ScienceEducation@si.edu; Web site: https://ssec.si.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01