Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial…

In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes…

An increasing number of researchers are calling for learning progressions to be used as interpretive frameworks for teachers conducting classroom assessment. The argument posits that by linking classroom assessments to learning progressions, teachers will have better resources to interpret and take instructional action on the basis of what…

The Next Generation Science Standards and other reforms call for students to learn science-as-practice, which I argue requires students to become epistemic agents--shaping the knowledge and practice of a science community. I examined a framework for teaching--ambitious instruction--that scaffolds students' learning of science-as-practice as…

Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizing recognizable and manageable forms during their understanding of complex phenomenologies. The aim of this work is to characterize this process in relation to…