Tensions and Trade-Offs in Sensemaking Opportunities for Student-Driven Epistemic Agency in Elementary Science

• In Event: Science Teaching and Learning Across Contexts

Abstract

This study examined how five veteran elementary science teachers–selected for their ability to create sensemaking opportunities–engaged students in epistemic activities and navigated tensions inherent in this work. Using multiple case study, we analyzed reform-based science lessons and post-lesson debriefs to identify both the successes and challenges. Findings revealed teachers created opportunities for epistemic sensemaking that provoked tensions including managing unexpected student ideas misaligned to learning goals and desires to increase students’ likelihood of acquiring needed knowledge by bounding activities or reclaiming epistemic agency. Rather than viewing tensions as barriers, we argue they are inherent within ambitious science instruction. Sustained, equity-focused professional development can help teachers recognize and productively engage with these tensions to foster more inclusive science learning.

Authors

• Christine Lee Bae, Virginia Commonwealth University

• Erin K. Hogan, University of Louisville

• Kathryn N. Hayes, California State University - East Bay