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Sensemaking is conceptualized as a trajectory to develop better understanding and is advocated as one of the fundamental practices in science education. However, the field is lacking of a framework to view the prolonged process of sensemaking that starts from a raise of uncertainty of a target phenomenon to a grasping of a better understanding of a target phenomenon. The process requires teachers to recognize the role of scientific uncertainty in different phases of sensemaking and develop responsive instructional supports to help students navigate the uncertainties. With an attention on student scientific uncertainty as a potential driver of the trajectory of sensemaking, this study aims to identify different phases of sensemaking that can be developed with students’ scientific uncertainty. This study especially attends to two types of scientific uncertainty—conceptual and epistemic uncertainties. Conceptual uncertainty refers to student struggle of using conceptual understanding (e.g., mastery of content and everyday knowledge) to respond to an encountered phenomenon. Epistemic uncertainty emerges from struggles in using epistemic understanding to generate new ideas. Based on the multiple case study method, we examined sensemaking activities in two Korean science classrooms and one American science classroom and identified three phases of sensemaking: (a) focusing on a driving question related to a target phenomenon, (b) delving into multiple resources to develop plausible explanation(s), and (c) examining the successfulness of the new understanding and concretizing it. Based on the findings, we discuss two emerging themes. First, sensemaking progresses through three distinctive phases driven by students’ dynamically evolving scientific uncertainty. Second, attending to both epistemic and conceptual uncertainties can support developing sensemaking coherent with students’ view.
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Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking
Abstract Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insufficiency in existing understanding; exploration of multiple resources to help develop plausible explanations; and synthesis of solutions and application of new understanding to interpret the target phenomenon. With the view that students' scientific uncertainty, including conceptual and epistemic uncertainties, can motivate or drive the trajectory of sensemaking coherent with students' understanding, this multiple case study examined how two science teachers, one from South Korea and one from the USA, supported students to navigate their scientific uncertainties to shape a trajectory of sensemaking that is coherent to them. Transcripts of video recordings of classroom discourses and student‐created artifacts were analyzed. We identified the dynamic nature of students' scientific uncertainties in the four phases and the teaching strategies in each phase. Three main findings emerged from this study: (1) student uncertainty as a key not only to initiate the trajectory of sensemaking meaningfully but also to continuously develop the trajectory along a coherent pathway, (2) conceptual and epistemic uncertainties having different roles in building different phases of sensemaking, and (3) teaching strategies that support student navigation of scientific uncertainty that drives the trajectory of sensemaking.
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- Award ID(s):
- 2100879
- PAR ID:
- 10638533
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Science Education
- Volume:
- 108
- Issue:
- 3
- ISSN:
- 0036-8326
- Page Range / eLocation ID:
- 890 to 928
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/sce.21857
