Our team works with high school chemistry teachers to co-develop a suite of curricular materials that engage students in making sense of chemical phenomena in terms of atomic/molecular behavior. This suite of materials undergoes a regular cycle of development and refinement, guided by teachersâ€™ sense of â€œwhat worksâ€ when implementing the materials and observations of classroom discourse practices. Our work investigates how to best support teachers as they design learning environments to promote student sensemaking.
Co-PI(s): Melanie Cooper, Michigan State University
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