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<p>Both sensemaking and science literacy are goals of the Next Generation Science Standards. However, sensemaking and literacy are conceptualized in multiple ways within science education research and literacy education research. This study describes the shift in one teacher’s perspectives on scientific sensemaking and literacy in her middle school science teaching during her participation in professional development. Cultural-historical Activity Theory is used as a theoretical and analytical framework for examining how two moments of tension within a professional development setting illustrated literacy as both operational and arising from systemic contradictions. Though results are limited by the singular context of the study, they imply that science teachers’ attention to literacy may be more extensive than previously reported on national surveys, as this attention may consist of unconscious or subconscious operations, rather than deliberate actions, in which science teachers engage while planning for sensemaking-oriented science instruction.</p>

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Literacy as an operation of scientific sensemaking in middle school science instruction: a CHAT analysis

  • 期刊论文

  • 发表日期：

    2026年4月9日

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  • Heather Elizabeth Waymouth

摘要

Both sensemaking and science literacy are goals of the Next Generation Science Standards. However, sensemaking and literacy are conceptualized in multiple ways within science education research and literacy education research. This study describes the shift in one teacher’s perspectives on scientific sensemaking and literacy in her middle school science teaching during her participation in professional development. Cultural-historical Activity Theory is used as a theoretical and analytical framework for examining how two moments of tension within a professional development setting illustrated literacy as both operational and arising from systemic contradictions. Though results are limited by the singular context of the study, they imply that science teachers’ attention to literacy may be more extensive than previously reported on national surveys, as this attention may consist of unconscious or subconscious operations, rather than deliberate actions, in which science teachers engage while planning for sensemaking-oriented science instruction.