Modeling the Process of Generating Scientific Observations for Sensemaking in the Field

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Understanding Teacher Learning and Practice in Science Education

Abstract

Scientific observation is an important yet underemphasized practice in standards and in curricula despite challenges. Experts use scientific observation in their discipline to figure something out about the world, using their background knowledge and experiences to generate, filter, and synthesize relevant observations. We examine learners who are highly motivated secondary science teachers as they engage in observations in a field geology setting. Leveraging research on sensemaking and coordination class theory, we constructed a model of the dynamic process of how an individual engages in observation. To illustrate the model, we document a range in how the teachers engage in observational sensemaking, from struggles to expert-like interpretations. Importantly, our model illuminates how scientific observations develop with implications for teaching and instruction.

Authors

• Lauren Barth-Cohen, University of Utah

• Adrian L. Adams, University of Utah

• Sarah Braden, Utah State University

• Lynne Zummo, University of Utah

• Holly Godsey, University of Utah

• Kaitlyn Kinshella, University of Utah