Events

Broadly, my research focuses on how students interpret the nature of activity in school science settings and how that impacts what they learn. In this presentation I will describe characterizations of two ways students can interpret their activity in science classes, I label them answermaking and sensemaking. Answermaking is common and unproductive for the goal of students coming to see the concepts of physics for what they are, ways of making sense of physical phenomena. Sensemaking is a potentially productive student view of school activity for this goal.