Sensemaking

At NSTA, our mission is to transform science education to benefit all through professional learning, partnerships and advocacy.

When students-as-scientists have authentic, relevant opportunities to actively make sense of the world and beyond - what we call sensemaking - science learning becomes engaging, accessible and important to ALL students.

What are the attributes of sensemaking?

NSTA describes four critical attributes of sensemaking: phenomena, science and engineering practices, student ideas and science ideas (grade-appropriate disciplinary core ideas). The highest-quality lesson plans exhibit all four of these attributes. Lesson plans that leverage one or more of these attributes are considered quality works-in-progress. Below you’ll find curated collections of resources for each of the four attributes of sensemaking. Whether you are a novice or expert in sensemaking, we believe you’ll find what you need to support you in implementing or revising existing lesson plans and designing your own lessons. We also suggest using the NSTA Sensemaking Tool for Equity to vet lessons, provide colleagues with feedback or suggestions for improving lessons, and/or guide lesson revisions and design.

Sensemaking Wheel

Sensemaking Tool

Curated Resources

Phenomena

Professional Learning Unit

Leveraging Assets to Build on Student Experiences: A Focus on Curiosity

Phenomena Collection

Next Gen Navigator

Local Phenomena

Web Seminar • Transforming Science Learning

Phenomena Drive Instruction: How to Choose and Us

Journal Article • Making Everyday Phenomena Phenomenal

Using phenomena to promote equity in science instruction

Practices

Teacher Tip

Practices Collection

Webseminar • Transforming Science Learning

Talking as Scientists: Engaging Students in Science and Engineering Practices

Webseminar • Transforming Science Learning

Who Is the “Knower” in the Classroom? Learning as Sensemaking in a Globally Connected World

Next Gen Navigator

Teaching and Learning Through Storylines

Student Ideas

Teacher Tip

Student Ideas Collection

Webseminar • Transforming Science Learning

Let Me Tell You My Idea About That! Empowering Students to Make Their Thinking Visible

Webseminar • Transforming Science Learning

How to Get Your Students to Start Talking! Supporting Equitable Participation in the Science Classroom

Next Gen Navigator

Making Student Thinking Visible

Science Ideas

Science Ideas Collections

The Standards

What Is Sensemaking?

Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Phenomena

Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain and predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. (STEM Teaching Tool #42: Using Phenomenon in NGSS-Designed Lessons and Units)

In sensemaking lessons, students experience a phenomenon together (firsthand or through video, images, graphs, maps, etc.) and share their observations and wonderings with the class. The focus of the lesson is pursuing an answer to a question students shared; the answer to which requires students to develop a targeted science idea needed to explain how or why the phenomenon occurred.

Phenomena

Science and Engineering Practices

Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that used to investigate, model and explain the world. Engaging in the practice of engineering likewise helps students understand the work of engineers…The actual doing of science or engineering can pique students’ curiosity, capture their interest, and motivate their continued study. (A Framework for K-12 Science Education, pp 42-43)

Sensemaking lessons require students to engage in elements of science and engineering practices (discrete pieces of knowledge and skills that make up the practice and are grade-band specific) to make sense of the science ideas needed to explain the how or why of the phenomenon.

Practices

Student Ideas

Science is social! Students can’t fully engage in the science and engineering practices to build the science ideas needed to explain how or why a phenomenon occurs without opportunities to share ideas, build on each other’s ideas, provide each other feedback, and change their minds.

Additionally, students’ ideas – conveying their prior knowledge, experience as members of a family and other communities, interests and curiosities – can be leveraged to move the whole class’ learning forward. Students are aware their ideas are valued and important.

Student Ideas

Science Ideas

Science ideas (elements of disciplinary core ideas) are fundamental ideas that are necessary for understanding a given science discipline. The core ideas all have broad importance within or across science and engineering disciplines, provide a key tool for understanding or investigating complex ideas and solving problems, relate to societal or personal concerns, and can be taught over multiple grade levels at progressive levels of depth and complexity. (https://www.nextgenscience.org/glossary/disciplinary-core-idea-dci)

Pursuing a question students raise about a phenomenon they have experienced together; students engage in science and engineering practices to make sense of targeted science ideas they need to explain how or why the phenomenon occurs.

Science Ideas

Quality Examples

NSTA Instructional Materials

Visit the NSTA Instructional Materials page for high quality sensemaking examples.