Scientific sensemaking supports science content learning across disciplines and instructional contexts.
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| Title: | Scientific sensemaking supports science content learning across disciplines and instructional contexts. |
|---|---|
| Authors: | Cannady, Matthew A.1 (AUTHOR) mcannady@berkeley.edu, Vincent-Ruz, Paulette2 (AUTHOR) pvincentruz@pitt.edu, Chung, Joo Man3 (AUTHOR), Schunn, Christian D.2 (AUTHOR) schunn@pitt.edu |
| Source: | Contemporary Educational Psychology. Oct2019, Vol. 59, pN.PAG-N.PAG. 1p. |
| Subject Terms: | *Science classrooms, *Classroom environment, *Classroom activities, *Psychology of students, *Learning |
| Abstract: | • General mastery of scientific practices is conceptualized as scientific sensemaking. • Students vary coherently along the overall sensemaking dimension. • Scientific sensemaking predicts learning across contexts and content. • Scientific sensemaking can be improved through instruction. Science consists of a body of knowledge and a set of processes by which the knowledge is produced. Although these have traditionally been treated separately in science instruction, there has been a shift to an integration of knowledge and processes, or set of practices, in how science should be taught and assessed. We explore whether a general overall mastery of the processes drives learning in new science content areas and if this overall mastery can be improved through engaged science learning. Through a review of literature, the paper conceptualizes this general process mastery as scientific sensemaking, defines the sub-dimensions, and presents a new measure of the construct centered in scenarios of general interest to young adolescents. Using a dataset involving over 2500 6th and 8th grade students, the paper shows that scientific sensemaking scores can predict content learning gains and that this relationship is consistent across student characteristics, content of instruction, and classroom environment. Further, students who are behaviorally and cognitively engaged during science classroom activities show greater growth in scientific sensemaking, showing a reciprocal relationship between sensemaking ability and effective science instruction. Findings from this work support early instruction on sensemaking activities to better position students to learn new scientific content. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139904446 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Scientific sensemaking supports science content learning across disciplines and instructional contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cannady%2C+Matthew+A%2E%22">Cannady, Matthew A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mcannady@berkeley.edu</i><br /><searchLink fieldCode="AR" term="%22Vincent-Ruz%2C+Paulette%22">Vincent-Ruz, Paulette</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> pvincentruz@pitt.edu</i><br /><searchLink fieldCode="AR" term="%22Chung%2C+Joo+Man%22">Chung, Joo Man</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> schunn@pitt.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Psychology%22">Contemporary Educational Psychology</searchLink>. Oct2019, Vol. 59, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • General mastery of scientific practices is conceptualized as scientific sensemaking. • Students vary coherently along the overall sensemaking dimension. • Scientific sensemaking predicts learning across contexts and content. • Scientific sensemaking can be improved through instruction. Science consists of a body of knowledge and a set of processes by which the knowledge is produced. Although these have traditionally been treated separately in science instruction, there has been a shift to an integration of knowledge and processes, or set of practices, in how science should be taught and assessed. We explore whether a general overall mastery of the processes drives learning in new science content areas and if this overall mastery can be improved through engaged science learning. Through a review of literature, the paper conceptualizes this general process mastery as scientific sensemaking, defines the sub-dimensions, and presents a new measure of the construct centered in scenarios of general interest to young adolescents. Using a dataset involving over 2500 6th and 8th grade students, the paper shows that scientific sensemaking scores can predict content learning gains and that this relationship is consistent across student characteristics, content of instruction, and classroom environment. Further, students who are behaviorally and cognitively engaged during science classroom activities show greater growth in scientific sensemaking, showing a reciprocal relationship between sensemaking ability and effective science instruction. Findings from this work support early instruction on sensemaking activities to better position students to learn new scientific content. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.cedpsych.2019.101802 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Science classrooms Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Classroom activities Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Learning Type: general Titles: – TitleFull: Scientific sensemaking supports science content learning across disciplines and instructional contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cannady, Matthew A. – PersonEntity: Name: NameFull: Vincent-Ruz, Paulette – PersonEntity: Name: NameFull: Chung, Joo Man – PersonEntity: Name: NameFull: Schunn, Christian D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 0361476X Numbering: – Type: volume Value: 59 Titles: – TitleFull: Contemporary Educational Psychology Type: main |
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