Browsing by Subject "sensemaking"

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    Understanding Sensemaking in Undergraduate Science Classrooms
    (2020-08) Zhao, FangFang
    This three-paper dissertation explores sensemaking in undergraduate science classrooms. The first two studies explore the sensemaking of mathematical equations in science and the third study investigates students’ sensemaking of one scientific phenomenon. Together, these studies provide new resources for research and contribute to theory on the sensemaking of mathematical equations and scientific phenomena. In the first study, an extensive and systematic literature review was performed to identify possible types of sensemaking for mathematical equations in science. Relevant publications around sensemaking in both the science education and mathematics education literature were reviewed. The resulting Sci-Math Sensemaking Framework includes nine categories for different types of sensemaking, five in the mathematics dimension and four in the science dimension. This novel framework provides researchers with an analytical tool to explore sensemaking in the instruction of mathematical equations across the scientific disciplines. In the second study, the Sci-Math Sensemaking framework was used to understand the sensemaking opportunities provided by four undergraduate biology instructors teaching mathematical equations in the context of population growth. A multiple-case study was conducted with each instructor’s lesson(s) described and the different sensemaking opportunities identified. A comparison across instructors revealed that instructors provided different types of mathematics sensemaking and science sensemaking in their class, and they organized these different types of sensemaking opportunities in different ways. Instructors combined sensemaking across categories in the Sci-Math Sensemaking Framework in three different ways, two of which had not been previously identified in the literature. The third study investigated undergraduate biology students’ sensemaking of the scientific phenomenon of mutation. A qualitative analysis was performed on students’ written responses to open-ended questions on how mutations arise in animal populations. Although the questions should have elicited an explanation involving a biological process, many students responded with only a definition of mutation. It is suggested that instructional approaches should place greater emphasis on understanding the process-related features of mutation.
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    The Understanding,Interpretation, and Implementation of English Learner Policies by Minnesota Principals
    (2019-09) Jacobson-Siguenza, Terri
    This study investigated the role of school principal in the provision of educational services to English Learner (EL) students and examined principal understanding and implementation of language policies and practices. In addition, the study sought to understand the professional development needs and the opportunities in which principals have participated to increase their knowledge of EL education. This study collected survey data and interview data concerning principal knowledge of state and federal guidelines, principal beliefs about educating ELs, program models and services, and professional development related to the education of ELs. Findings from this study show that principals had very limited knowledge of state and federal EL guidelines, and EL policies were not a large contributing factor when developing EL programs at their schools. This study also revealed discrepancies between what principals report to believe about the education of ELs and the implementation of services in their schools. Areas of divergence include provision of professional development, use of native language in programming, and the implementation of co-teaching models of instruction. The findings suggest the need for systematic professional development for principals specific to EL education such as: EL policy and practice, program model options, language acquisition theory, and classroom instructional practices. Strategies and perspectives focused on race and equity alone are not enough to meet the educational needs of EL students.