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|Title:||Supporting Teachers for Expansive Sense-Making in Elementary Science Classrooms|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Braaten, M., Schwarz, C., & Haverly, C. (2020). Supporting Teachers for Expansive Sense-Making in Elementary Science Classrooms. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2281-2284). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Reorganizing science learning towards expansive sense-making in elementary classroom settings will likely require disrupting long-standing narratives of schooling and science where taken-for-granted norms and practices structure marginalization and privilege. Supporting expansive sense-making, increased epistemic agency and authority, and more meaningful, consequential learning has proven elusive in elementary classrooms. Why is this the case? What can be done? This paper presents themes derived from analysis of multiple elementary science classroom video cases to hypothesize how sense-making shifts happen, albeit briefly, in a variety of classroom contexts and situations. Observing patterns in sense-making shifts enables us to confront how deep historical and cultural legacies of the grammar of schooling may inhibit shifts toward sense-making in science classrooms. These hypotheses raise implications for teacher education and for organizing schools to foster sense-making goals to support expansive and transformative science learning experiences.|
|Appears in Collections:||ICLS 2020|
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