Transdisciplinary learning environments have potential to bring together the arts, sciences, and computing within schools. We investigate the student and teacher enactment of sensemaking practices that break down disciplinary silos. We describe a pedagogical approach, Luminous Science, where students make dynamic, computationally-rich artistic representations of data from a classroom garden. Then we present an analysis of students’ sensemaking practices used during the transdisciplinary unit in three cases of art, science and computing classrooms. Qualitative analysis of a student group and teachers’ curricular materials in each of these classrooms elucidates how teachers’ enactment choices, organization, and facilitation of the unit we co-designed with them facilitated opportunities for students’ transdisciplinary thinking and learning. We show that when teachers’ enactments supported increased computational complexity and ties between artifact and phenomenon, then students participated in deeper transdisciplinary sensemaking. We discuss the implications for the design of curricular materials and professional development to support effective organization and discourse practices by teachers in orchestrating transdisciplinary sensemaking.

跨学科学习环境具有将学校内的艺术，科学和计算机融合在一起的潜力。我们调查学生和老师制定的打破常规纪律的筒仓做法。我们描述了一种教学方法，即“发光科学”，其中学生可以对教室花园中的数据进行动态的，计算丰富的艺术表现。然后，我们对在艺术，科学和计算机教室三个案例的跨学科单元中学生的感官实践进行了分析。在每个教室中对学生团体和老师的课程材料进行定性分析，阐明了我们与他们共同设计的单元的老师的角色选择，组织和促进方式如何为学生提供跨学科思考和学习的机会。我们证明，当教师的法令支持增加计算复杂性以及伪像与现象之间的联系时，学生将参与更深层次的跨学科意义分析。我们讨论了课程材料设计和专业发展的意义，以支持教师编排跨学科意义的有效组织和话语实践。