Here, a teacher and coach invite 6th graders to represent their thinking about sound and how a singer shatters a glass. Watch a student, Keonie, describe their model and respond to questions, and see how the teacher records and links ways of representing sound.
Honoring students’ intuitive ways of representing ideas can expand what counts as science and who participates. By making different representations available to the class, sense-making becomes a more collective and inclusive process.
Check out a research article that describes how representation is an integral part of modeling: Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.
How teachers can engage their students in collaborative storytelling as a way to enact reciprocal teaching.
In this reflective writing, teacher Andrew...
This tool shows how a teacher planned for an authentic, local puzzling phenomenon that attended to nature-culture relations.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995