Abstract
As teachers, we want our students to make sense of how various ocean processes or systems work. Sensemaking is “a dynamic process of building or revising an explanation in order to ‘figure something’ out” (Odden and Russ, 2019). But, where does sensemaking happen in the learning process, and how can we support it? Two metaphors are commonly used to describe learning: “knowledge as acquisition” or “knowledge as participation” (Sfard, 1998). The importance of participation has been stressed in the literature under the umbrella of “active learning” (e.g., Deslauriers et al., 2011, 2019; Freeman et al., 2014).
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