Sensemaking epistemic game: A model of student sensemaking processes in introductory physics

Although physics teachers often seek to help their students make sense of physics concepts, our field has yet to thoroughly explore how and why students engage in sensemaking. In this study we use the epistemic games framework to propose a model for students’ sensemaking processes. Our analysis of a series of clinical interviews with introductory physics students discussing electricity and magnetism topics suggests the goal of this sensemaking...