Balancing Clarity and Inquiry: Developing SEP-Driven Learning Intentions to Support Student Sensemaking in Science Education
Allen, Megan
Allen, Megan
Abstract
This case study investigates the disconnect between administrative directives for clear, explicit learning intentions (LIs) and the Next Generation Science Standards' (NGSS) vision for inquiry-based, sensemaking science education. Set within Green River High School, the study explores how a group of science teachers developed a method for crafting LIs that support both administrative clarity and NGSS’s three-dimensional learning model, which emphasizes the integration of science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs). The NGSS promotes a shift from content-focused instruction to student-centered, phenomenon-based learning that allows students to think and act like scientists, promoting deeper engagement and critical thinking. However, mandates requiring explicit “We are learning” and “I can” statements often reveal core content before the learning experience, compromising students' sensemaking opportunities. Through professional learning and collaborative practices, the Green River High School science team developed SEP-driven LIs that guide inquiry without "giving away" content, aligning better with NGSS practices. This case study documents the challenges and strategies involved in reframing LIs around SEPs, examines the pedagogical and administrative implications, and offers insights into creating LIs that uphold clarity while empowering student agency. The experience at Green River High School suggests that SEP-driven LIs can support student engagement, critical thinking, and deeper understanding.
Description
Date
2024-12-04
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Research Projects
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Keywords
Next Generation Science Standards, Learning Intentions, Teacher Clarity, Student Sensemaking, Phenomenon-Based Learning, Inquiry-Based Learning, ThreeDimensional Learning