Developing Learning Environments that Support Molecular-Level Sensemaking

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 teachers’ sense of “what works” 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