<p>The societal and industrial relevance of chemistry has established its status as a compulsory subject in numerous national curricula. However, previous research highlights significant challenges faced by students in learning chemistry, largely attributed to its abstract nature and the multiple ways chemical concepts are represented. These challenges often result in poor academic performance, less motivation, and a potential shift away from STEM-related career pathways. This study adopted a qualitative case study approach to investigate the influence of sensemaking practices in addressing the chemical representation challenges in chemistry and enhancing teaching effectiveness in chemistry classrooms. Data were obtained through video recordings of classroom interactions, student reflections, and teacher interviews. The data analyzed under the relational knowledge and scientific explanation framework revealed that sensemaking practices such as probing questions significantly improved students’ comprehension of the multiple levels of chemical representation, as well as their overall understanding of chemistry concepts. Furthermore, the study demonstrated that employing sensemaking practices enabled teachers to foster students’ relational understanding, as evidenced by their ability to apply conceptual knowledge to explain scientific phenomena. The findings suggest that encouraging students to explore the rationale behind chemical reactions empowers them to visualize the microscopic level of chemistry, thereby addressing the inherent challenges associated with its abstract nature.</p>