Deb Mabey
STANYS President, 2025-2026

President's Message

 My Fellow Educators,

Sensemaking in a science classroom refers to the process by which students actively engage with and interpret scientific concepts, phenomena, and ideas to develop understanding. It goes beyond just memorizing facts; it involves students constructing meaning from their observations, experiences, and prior knowledge.
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In essence, sensemaking is a student-centered approach that encourages active learning, curiosity, and critical thinking. It aligns with the idea that learning science is a process of discovery rather than just absorbing static knowledge.  As we gather for the 130th Annual Conference, I am delighted to announce our theme: Sensemaking – The Power of Making Connections. This years conference theme demonstrates our commitment to providing educators with the tools and strategies necessary to navigate the implementation of the NYSSLS. By embracing sensemaking opportunities, we can inspire our students to engage with science in a way that ignites their curiosity.

What does sensemaking look like in a science classroom?

• Starting with Phenomena:

Students observe a scientific phenomenon (e.g., a chemical reaction, an ecological process, or a physical law in action). They raise questions, make predictions, and collect data to explain what they see.

• Asking Questions:

Students are encouraged to ask "how" and & "why" questions about the phenomenon, sparking curiosity and driving their learning. 

• Creating and Revising Representations:

Students create initial representations of their ideas (e.g., diagrams, models, explanations) and then revise them as they learn more, reflecting the iterative nature of scientific inquiry. 

• Engaging in Science and Engineering Practices:

Sensemaking lessons require students to engage in elements of science and  engineering practices (e.g., asking questions, planning investigations, analyzing data) to make sense of the science ideas needed to explain the phenomenon. 

• Connecting to Prior Knowledge:

Sensemaking involves linking new information to what students already know. This helps them build on their existing mental models and adjust their understanding as they encounter new evidence. Sensemaking helps students identify patterns, recognize cause-and-effect relationships, and understand connections between different parts of natural and human-designed systems. 

What are the Benefits of this shift in learning?

• Deepens Understanding: By actively engaging in sensemaking, students develop a more robust and meaningful understanding of scientific concepts. 
• Enhances Engagement: The focus on real-world phenomena and student-led inquiry makes science learning more engaging and relevant. 
• Develops Critical Thinking Skills: Sensemaking encourages students to think critically, analyze information, and solve problems, preparing them for future careers and challenges. 
• Fosters Collaboration: Sensemaking often involves group work and discussions, promoting collaboration and the sharing of ideas. 

• Supports Diverse Learners:  Sensemaking can be adapted to meet the needs of diverse learners, ensuring that all students have opportunities to succeed in science. 

How can I learn more about Sensemaking and the Power of Making
Connections?
Attend the state conference, November 7-10, to collaborate and learn ideas from other educators across the state. Network with fellow educators, share best practices, and build lasting connections with a passionate community of STEM professionals. Discuss challenges, brainstorm solutions, and collaborate on new ideas. The conference provides ample opportunities for peer-to-peer learning, fostering a supportive environment where you can learn from the experiences of others and contribute your own insights.

​I look forward to the dynamic keynote and invited speakers, presentations, enriching discussions, and reconnecting with friends from all over New York State.