Defining sensemaking: Bringing clarity to a fragmented theoretical construct
Author:
Affiliation:
1. Center for Computing in Science Education; Department of Physics; University of Oslo; Oslo Norway
2. Department of Curriculum and Instruction; University of Wisconsin; Madison WI USA
Publisher
Wiley
Subject
History and Philosophy of Science,Education
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1002/sce.21452/fullpdf
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