Chemistry, under the Next Generation Science Standards (NGSS), should focus on helping students make sense of the world by connecting molecular behavior to observable events. This presents significant challenges, as atoms and molecules are far removed from experience and behave in ways that are difficult to intuit from macroscopic experience alone. By carefully orienting class work toward constructing and refining causal accounts for phenomena, the learning environment can bound student sensemaking and support students’ use of science and engineering practices. This workshop will engage participants in reflecting on pedagogical tools and practices supportive of student molecular-level sensemaking. The following question will guide our discussion:

1. How should we support students in using models and explanations from different learning experiences to construct causal accounts for complex phenomena?

Evidence from analysis of our NSF funded learning environment design project (DRL 2003680) will be used to guide our discussion. Workshop participants will focus on answering our focal question for their own institutional settings. Teachers in attendance will have the opportunity to experience perplexing phenomena, construct questions about how and why those phenomena occur, and work as a community to make sense of what they observed. Participants will further have the opportunity to reflect on how they would enact analogous phenomena-centered lessons in their local context. Throughout the workshop, teachers will have the opportunity to work with materials developed for a NGSS-aligned, transformed chemistry curriculum including formative assessments, teacher guides, and student guides.