Sensemaking in Elementary Science

Elizabeth A. Davis is Professor of Science Education at University of Michigan, USA.Carla Zembal-Saul is the Kahn Professor of STEM Education at The Pennsylvania State University, USA.Sylvie M. Kademian is Lecturer of Science Education at University of Michigan, USA.

• Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyreChapter 3: Portrait of a first grade teacher: Using science practices to leverage young children’s sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann HaefnerChapter 4: What’s Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students’ Sensemaking, Carla Zembal-Saul, Penn State University & Kimber HershbergerChapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-SaulChapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy BiggersResponse: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The NetherlandsResponse: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College

Rigid school curricula emphasizing and assessing low-level skills perpetuate the wildly damaging assumption that elementary learners are incapable of engaging in substantive intellectual work. Sensemaking in Elementary Science offers an aspirational, yet achievable vision for science teaching and teacher education to guide bold changes in the landscape of elementary science. This book will become a well-worn, go-to resource for those working to make high-quality elementary science a reality.Heidi Carlone, Ph.D., Hooks Distinguished Professor of STEM Education, The University of North Carolina at Greensboro