The Role of Scientific Language Use and Achievement Level in Student Sensemaking

• Published in: International journal of science and mathematics education Vol. 22; no. 4; pp. 737 - 763
• Main Author: Hamnell-Pamment, Ylva
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.04.2024; Springer Nature B.V
• Subjects: Advanced Placement Programs; Chemistry; Comparative Analysis; Comparative studies; Concept mapping; Content analysis; Didactics; Didactics (including General and Subject Didactics); Didaktik; Didaktik (Här ingår: Allmän- och ämnesdidaktik); Education; Educational Practices; Educational Sciences; Language; Language Usage; Learning; Mathematics Education; Public policy; Reasoning; Samhällsvetenskap; Science Education; Science Instruction; Science Interests; Secondary School Students; Sensemaking; Social Sciences; Students; Upper secondary school; Utbildningsvetenskap; Concept maps; Science education; Language use; Student achievement; Sensemaking

Many science students struggle with using scientific language and making sense of scientific phenomena. Thus, there is an increased interest in science education research and public policy with regard to understanding and promoting scientific language use and sensemaking in science classrooms. Howev...