The role of collective sensemaking and science curriculum development within a research–practice partnership

Dados Bibliográficos

ID21392633
AutoresStefanie L Marshall (0000-0001-7580-7333, Department of Curriculum and Instruction University of Minnesota‐Twin Cities Minneapolis Minnesota USA, autor correspondente), Christina Restrepo Nazar (0000-0001-7007-8215, Division of Curriculum & Instruction, Cal State Los Angeles California USA), Amal Ibourk (0000-0001-9019-5208, School of Teacher Education Florida State University Tallahassee Florida USA), Kevin W McElhaney (0000-0002-7268-4304, Learning Sciences Research, Digital Promise San Mateo California USA)
Ano2021
Volume105
Fascículo6
Páginas1202-1228
Data de publicação2021-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21676
OpenAlexW3193449909
IdiomaEN
Citações recebidas19
Referências citadas43

This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds light on the constrained autonomy teachers experience resulting from internal and external pressures. This study examines the collective sensemaking process of researchers while developing a high school genetics curriculum. By examining the collective sensemaking of the areas of tension that arose during the curriculum design process, the problem space of researchers expanded and became more aligned with the problem space of teachers. Collective sensemaking encouraged the humanizing of teachers by centering their content, contextual, and social needs. In addition, this study suggests that gatekeeping can result from many factors; but through collective sensemaking, researchers can intentionally design to resolve said factors

Autonomy · Curriculum · Engineering ethics · Flexibility (engineering) · Gatekeeping · General partnership · Management · Mathematics education · Pedagogy · Political science · Process (computing) · Public relations · Sensemaking · Sociology · Computer Science · Educator Training and Historical Pedagogy · Engineering · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies