https://orcid.org/0000-0002-8852-3003
REFERENCES
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- Kapon, S. 2016. Unpacking sensemaking. Science Education 101 (1): 165–198. https://doi.org/10.1002/sce.21248
- Laub, K. A. (2021). Students sensemaking within a problem-based science lesson centered around a local community issue. (Publication No. 28860751) [Master’s thesis, California State University, Fresno]. ProQuest.
- Love, B.L. 2019. We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Boston, MA: Beacon Press.
- McNeill, K.L., and J. Krajcik. 2008. Assessing middle school students’ content knowledge and reasoning through written explanations. In Assessing science learning: Perspectives from research and practice, eds. J. Coffey, R. Douglas, and C. Stearns, 101–116. Arlington, VA: NSTA Press
- National Academies of Sciences, Engineering, and Medicine. 2018. How people learn II: Learners, contexts, and cultures. Washington, DC: National Academies Press.
- National Science Teaching Association [NSTA]. 2023. Sensemaking. https://www.nsta.org/sensemaking#tab
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- UNESCO. 2021. UNESCO science report: The race against time for smarter development. Paris, France: UNESCO Publishing.