Science Classroom Sensemaking Moments Model For Proficient Science Teachers

Abstract

This study aimed to explore how proficient science teachers facilitate sensemaking moments in the classroom. Specifically, the study sought to describe how science teachers facilitate sensemaking during lesson discussions, exploring the factors that influence their facilitation, and developing a model that will guide proficient science teachers in facilitating sensemaking moments. The study used a case study approach, gathering data from interviews and audio recordings of science classes. Results showed that successful facilitation of sensemaking during lesson discussions includes several steps: Creating of thought-provoking query, elaborating on hypotheses, supporting hypotheses, providing space for reflection, and engaging in a reconciliation process. The cases presented in the study highlighted the effectiveness of collaborative and open teaching methods in facilitating sensemaking. Factors contributing to successful sensemaking included the teachers’ facilitation, interactions in the learning environment, teaching approaches, questioning techniques, time constraints,and the classroom environment. These steps and factors were integrated into the proposed sensemaking moments model. Unlike existing frameworks on sensemaking, the proposed sensemaking moments model is grounded in classroom-based cases of proficient science teachers in the Philippine context. Examining sensemaking moments could provide a more comprehensive understanding of how to optimize teaching practices and create sensemaking opportunities for all students in the science classes.