Sensemaking in Elementary Science: Supporting Teacher Learning, 1st Edition (Paperback) book cover

Sensemaking in Elementary Science

Supporting Teacher Learning, 1st Edition

Edited by Elizabeth A. Davis, Carla Zembal-Saul, Sylvie M. Kademian


260 pages | 25 B/W Illus.

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Paperback: 9781138386952
pub: 2019-11-05
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In line with current reform efforts, including the Next Generation Science Standards, this volume offers concrete pathways to redirect attention away from activity-oriented and vocabulary-centered elementary science teaching and toward elementary science teaching that privileges sensemaking.

Table of Contents

Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyre

Chapter 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 Haefner

Chapter 4: What’s Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students’ Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger

Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul

Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers

Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands

Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College

About the Editors

Elizabeth A. Davis is Professor of Science Education at University of Michigan, USA.

Carla Zembal-Saul is the Kahn Professor of STEM Education at Pennsylvania State University, USA.

Sylvie Kademian is Professor of Science Education at University of Michigan, USA.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Teaching Methods & Materials / Science & Technology