Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking
Sage Andersen, María González‐Howard, Karina Méndez Pérez
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引用次数: 0
Abstract
This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in their interaction with the curriculum (i.e., their curricular sensemaking), and how the teachers' curricular sensemaking impacted opportunities for students' scientific sensemaking. Findings served to expand our notions of how teachers engage in curricular sensemaking, when this sensemaking occurs, and what teachers make sense of as they experience a new, reform‐oriented curriculum for the first time. In particular, the focal teacher found two types of (un)certainty to be salient at various time points during his curriculum use: (un)certainty around students' scientific sensemaking through particular science practices and (un)certainty about how to navigate the storyline curriculum using students' ideas to drive learning forward. Cutting across these types of (un)certainty, our findings suggest the need to (1) support teachers in problematizing their own understandings about particular science practices and the extent to which their previous instruction aligns with reform‐oriented conceptualizations of those practices, (2) build teachers' capacity to differentiate between various causes of student discomfort and uncertainty so that students' needs and scientific sensemaking goals can be attended to simultaneously, and (3) provide teachers with opportunities to consider how they might use a variety of participation structures to move learning forward while preserving students' rights and responsibilities for the scientific sensemaking.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.