Defining sensemaking: Bringing clarity to a fragmented theoretical construct

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...