Defining Sensemaking: Bringing Clarity to a Fragmented Theoretical Construct

Autor/inn/en	Odden, Tor Ole B.; Russ, Rosemary S.
Titel	Defining Sensemaking: Bringing Clarity to a Fragmented Theoretical Construct
Quelle	In: Science Education, 103 (2019) 1, S.187-205 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Odden, Tor Ole B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21452
Schlagwörter	Science Education; Researchers; Cognitive Processes; Comprehension; Student Attitudes + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Researcher; Forscher; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Schülerverhalten
Abstract	In recent years, science education researchers have increasingly studied the ways in which students "make sense" of science. However, although researchers might all agree intuitively on what it looks like, the literature on sensemaking is theoretically fragmented. In this paper, we address this fragmentation by proposing a coherent definition, arguing that sensemaking is the process of building an explanation to resolve a perceived gap or conflict in knowledge. We then present an overview of three primary approaches to describing sensemaking in the science education research literature, arguing that this body of literature has conceptualized sensemaking as a stance toward science learning, a cognitive process, and a particular form of discourse, and showing how the definition incorporates each conceptualization. We conclude by describing how sensemaking is distinct from general categories of activities like "thinking," "learning," and several scientific practices. We also highlight the implications of this definition for science instruction and future sensemaking research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01