Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science

Schwarz, Christina V.; Braaten, Melissa; Haverly, Christa; Santos, Elizabeth X. de los

doi:10.1080/07370008.2020.1763349

Cited by 34 publications

(37 citation statements)

References 40 publications

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“…In addition to these design features, practice-oriented curriculum materials also invite students to draw on their experiences as resources for knowledge construction. Students' resources encompass the range of cultural, social, and linguistic practices that students utilize to make sense of their lived experiences and the world (Haverly et al, 2020;Schwarz et al, 2021;Warren et al, 2001;2005). Eliciting and building on students' repertoire of experiences is described as a guiding principle of the Framework for K-12 Science Education.…”

Section: Introductionmentioning

confidence: 99%

Leveraging curricular and students' resources to instigate and sustain problematizing

2021

Science Education

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Although existing literature suggests that teachers perceive, mobilize, and leverage resources to support ambitious instruction, less is known about how teachers and students jointly take up resources for co-constructing scientific knowledge. This study examines how teachersThere is a rich body of scholarship in educational policy, mathematics, and most recently, science education that has examined how teachers utilize resources to support and sustain ambitious instruction. Resources are the set of social, material, and intellectual tools that teachers use to support disciplinary learning in classrooms (Cohen et al., 2003;Lampert et al., 2011). Teacher-teacher interactions in professional learning communities or professional development sessions can become resources when they facilitate the exchange of new pedagogical ideas or support teachers use of new curriculum materials (Frank et al., 2004;Horn et al., 2020). Teacher's advice-seeking networks or district-level policies can also become resources when they help teachers build the social capital that is needed to sustain ambitious pedagogies within and across schools (Coburn et al., 2012). Policy documents, curriculum materials, or technological tools can stimulate teachers to re-examine what it means to know and understand a discipline, and bring their new knowledge about disciplinary inquiry into their classroom by experimenting with new discourse routines, texts, and tools (

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Section: Introductionmentioning

confidence: 99%

Leveraging curricular and students' resources to instigate and sustain problematizing

2021

Science Education

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“…The studies also contributed to understanding typical stimuli in the teacherstudent interaction (e.g., specific student behavior) and the backgrounds to why teachers chose their moves (e.g., persistent teacher factors, affordances, and barriers, but also teachers' reflection and metacognition). In addition, Schwarz et al (2021) showed in their analysis of sense-making moments that the same moves can be applied for different teaching practices, for instance, for expanding, maintaining, or shutting down students' sense-making processes.…”

Section: Micro-adaptive Teaching Practices: Conceptualizations and Em...mentioning

confidence: 99%

Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions

2022

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Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students’ content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with respect to teachers’ student focus and goal focus. For this, adaptive teaching is conceptualized as teachers’ targeted steering trajectories navigating from students’ initial ideas towards the content goals. In a case study with video data from 19 middle school small-group sessions on comparing fractions in context problems, we show how the adaptivity of the teaching practices can differ with respect to student focus and goal focus even when the same teacher moves are used. This calls for extending professional development programs that combine working on teacher moves with unpacking content goals.

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“…To generate an understanding of a phenomenon, students can engage in the sensemaking process, which progressively reduces the complexity of the phenomenon and extracts essential features and relations (Schwarz et al, 2020). Odden and Russ (2019) defined sensemaking as "a dynamic process of building or revising an explanation in order to 'figure something out'-to ascertain the mechanism underlying a phenomenon in order to resolve a gap or inconsistency in one's understanding" (p. 191-192).…”

Section: Modeling As a Sensemaking Processmentioning

confidence: 99%

“…Modeling has been viewed as a practice of sensemaking (e.g., Baumfalk et al, 2019;Odden & Russ, 2019). Several researchers have designed curricula and pedagogical strategies to help students to make sense of how scientific models can explain phenomena (e.g., Rosebery et al, 2016;Schwarz et al, 2020). However, it is not clear Whose sense do students make?…”

Section: Variation Of Epistemic Uncertainty As a Resource To Drive Students To Sensemakingmentioning

confidence: 99%

“…Productive talk/moves do not simply open up the conversation to facilitate student thinking (Michaels & O'Connor, 2015), but they help build a coherent storyline through weaving students' uncertainties to deepen their reasoning and develop knowledge (Chen & Techawitthayachinda, 2021). That is, each move has different purposes and functions (Schwarz et al, 2020). The methods of managing uncertainty identified in this study can provide some guidance for teachers to understand the purposes of their talk/moves: raising for creating space for discussion, maintaining for deep reasoning, reducing for co-developing mutually agreed knowledge, and ignoring to minimize distraction from the discussed issue.…”

Section: Implications and Future Directions: Teacher Talk/moves In Managing Students' Epistemic Uncertainty For Productive Strugglementioning

confidence: 99%

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Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development

Chen

2021

J Res Sci Teach

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There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle for the co-development of scientific knowledge. This single case study focuses on how one fifth-grade teacher and her students used epistemic uncertainty as a resource to engage in modeling as they co-developed knowledge through building, revising, and finalizing models. Data were collected 16 lessons across 4 weeks when students learned the role of the respiratory system in the breathing process. Multiple strategies to manage students' epistemic uncertainty for productive struggle were identified across four phases of modeling. Phase 1, Problematizing a phenomenon: using student epistemic uncertainty to contextualize and format a problem, Phase 2, Material practice: recognizing and supporting student epistemic uncertainty that may cause struggle, failure, and opportunity for rebuilding a model, Phase 3, Argumentative practice: critiquing and decomposing student epistemic uncertainty to find possible solutions, and Phase 4, Conceptualizing theory and application of final models:

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Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science

Cited by 34 publications

References 40 publications

Leveraging curricular and students' resources to instigate and sustain problematizing

Leveraging curricular and students' resources to instigate and sustain problematizing

Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions

Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development

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