September 18, 2025Science Education

A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms

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Findings showed that the professional development supported Monica's understanding of productive science talk, emphasizing student engagement and reasoning.
Monica considered student perspectives predominantly and needed encouragement to reflect on her role as a facilitator of productive science talk.
The study used video recordings and interviews to assess Monica's sensemaking during professional development focused on engaging students in science inquiries.
Insights from this research highlight the necessity for teacher educators to foster awareness of educators' roles in promoting productive discourse in classrooms.

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Qualitative analysis reveals how professional development influences teacher sensemaking about productive science talk.

Rhemer et al. (2025) studied this question.

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