Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6532
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBraaten, Melissa
dc.contributor.authorSchwarz, Christina
dc.contributor.authorHaverly, Christa
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:16Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:16Z-
dc.date.issued2020-06
dc.identifier.citationBraaten, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2281
dc.identifier.urihttps://repository.isls.org//handle/1/6532-
dc.description.abstractReorganizing 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleSupporting Teachers for Expansive Sense-Making in Elementary Science Classroomsen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2281-2284.pdf179.27 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.