Vexing Questions That Sustain Sensemaking

Autor/inn/en	Odden, Tor Ole B.; Russ, Rosemary S.
Titel	Vexing Questions That Sustain Sensemaking
Quelle	In: International Journal of Science Education, 41 (2019) 8, S.1052-1070 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Odden, Tor Ole B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1589655
Schlagwörter	Questioning Techniques; Science Education; Comprehension; College Science; Undergraduate Students; Affective Behavior; Inquiry; Physics; Introductory Courses + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Verstehen; Verständnis; Affective disturbance; Active behaviour; Affektive Störung; Physik; Einführungskurs
Abstract	Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01