Making Sense of Sensemaking: Designing Authentic K-12 STEM Learning Experiences

Testimonials & Expert Reviews

"McKenna highlights a dynamic system of resources and classroom practices that support those wonderful 'aha' moments for students. He illustrates how to choose authentic and complex phenomena for young learners to foster meaningful dialogue, encourage the use of diverse scientific practices, and sustain a collaborative classroom culture focused on revising ideas over time." ― Mark Windschitl, Professor of Science Education, University of Washington, and author of Ambitious Science Teaching

"This book takes readers from initial introductions to the importance of sensemaking through creating classroom cultures; designing learning experiences; and thinking about supportive pedagogies, assessment, and teacher professional learning. I am grateful to see this book available as a resource for teachers who aspire to engage learners deeply in meaningful science teaching and learning." ― Todd Campbell, Department Head and Professor, University of Connecticut

"Everyone teaching science needs this book on sensemaking! TJ's friendly, storytelling narratives show how to foster students' sense of wonder and curiosity about the world. His strategies provide much-needed support for teaching sensemaking lessons that can bring joy, play, and discovery to science learning. Experienced and beginning teachers will appreciate TJ's tools for creating energizing science lessons that engage learners in making sense of their worlds." ― Christina Schwarz, Professor and Associate Chair for Graduate Education, Michigan State University

Author Bio

Short Bio (50 words)

Dr. Thomas "TJ" McKenna is a Clinical Assistant Professor at Boston University's Wheelock College of Education & Human Development and Director of the Center for STEM Professional Learning at Scale. With 20 years of experience as a scientist, educator, and science communicator, he specializes in creating engaging STEM learning experiences for students of all ages.

Long Bio (200 words)

Dr. Thomas "TJ" McKenna bridges the worlds of science, education, and communication to transform how STEM is taught and learned across all educational settings. As a Clinical Assistant Professor at Boston University's Wheelock College of Education & Human Development and Director of the Center for STEM Professional Learning at Scale, he works at the intersection of policy, practice, and research to support effective science teaching and learning.

Dr. McKenna holds a PhD in Science Education Curriculum & Instruction from the University of Connecticut, an MS in Entomology from the University of Nebraska-Lincoln, and a BS in Biology from Central Connecticut State University. He is the founder of Phenomena for NGSS, an educational resource that has reached over 4.9 million educators worldwide, helping them implement phenomena-based instruction in their classrooms.

His experience spans K-12 classrooms, university teaching, informal education, and science communication, making him uniquely qualified to address the challenges of creating authentic STEM learning experiences. This book serves as an essential resource for science methods instructors, K-12 teachers, and informal educators looking to implement research-based strategies that engage all learners in meaningful science exploration and discovery.