CAREER: Teacher Learning Through Expansive Sensemaking in Science

This project explores how to cultivate novel disciplinary spaces for secondary teachers to experience science. We are designing a content-focused education course for preservice secondary science teachers to engage in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. We examine how this space supports teachers to expand what counts in science and to attune to their (and their future students’) sociopolitical identities, histories, and future-making.