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What is This Thing Called Sensemaking? : = A Theoretical Framework for How Physics Students Resolve Inconsistencies in Understanding.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	What is This Thing Called Sensemaking? :/
Reminder of title:	A Theoretical Framework for How Physics Students Resolve Inconsistencies in Understanding.
Author:	Odden, Tor Ole B.
Description:	1 online resource (216 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355548334

What is This Thing Called Sensemaking? : = A Theoretical Framework for How Physics Students Resolve Inconsistencies in Understanding.
Odden, Tor Ole B.

What is This Thing Called Sensemaking? :A Theoretical Framework for How Physics Students Resolve Inconsistencies in Understanding. - 1 online resource (216 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Includes bibliographical references

Students often emerge from introductory physics courses with a feeling that the concepts they have learned do not make sense. In recent years, science education researchers have begun to attend to this type of problem by studying the ways in which students make sense of science concepts. However, although many researchers agree intuitively on what sensemaking looks like, the literature on sensemaking is both theoretically fragmented and provides few guidelines for how to encourage and support the process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355548334Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

What is This Thing Called Sensemaking? : = A Theoretical Framework for How Physics Students Resolve Inconsistencies in Understanding.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
504 $a Includes bibliographical references
520 $a Students often emerge from introductory physics courses with a feeling that the concepts they have learned do not make sense. In recent years, science education researchers have begun to attend to this type of problem by studying the ways in which students make sense of science concepts. However, although many researchers agree intuitively on what sensemaking looks like, the literature on sensemaking is both theoretically fragmented and provides few guidelines for how to encourage and support the process.
520 $a In this dissertation, I address this challenge by proposing a theoretical framework to describe students' sensemaking processes. I base this framework both on the science education research literature on sensemaking and on a series of video-recorded cognitive, clinical interviews conducted with introductory physics students enrolled in a course on electricity and magnetism. Using the science education research literature on sensemaking as well as a cognitivist, dynamic network model of mind as a theoretical lens, I first propose a coherent definition of sensemaking. Then, using this definition I analyze the sensemaking processes of these introductory physics students during episodes when they work to articulate and resolve gaps or inconsistencies in their understanding.
520 $a Based on the students' framing, gestures, and dialogue I argue that the process of sensemaking unfolds in a distinct way, which we can describe as an epistemic game in which students first build a framework of knowledge, then identify a gap or inconsistency in that framework, iteratively build an explanation to resolve the gap or inconsistency, and (sometimes) successfully resolve it. I further argue that their entry into the sensemaking frame is facilitated by a specific question, which is in turn motivated by a gap or inconsistency in knowledge that I call the vexation point. I also investigate the results of sensemaking, arguing that students may use the technique of conceptual blending to both "defragment" their knowledge and resolve their vexation points.
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