What does it mean to “make sense” of physics? It’s not a simple question. Most people have an intuitive feeling for when things do (or do not) make sense to them. But putting this feeling into words—especially actionable words—is another task entirely. Generally speaking, there are two ways in which we commonly use the term “make sense.” The first connotes reasonability: for example, “it makes sense to start saving for college early.” Of the two, this is likely the more familiar meaning for the average physics teacher, since evaluating reasonability is a habit that we commonly teach in physics problem solving. We regularly instruct our students to check if their answers “make sense,” and there are numerous dependable strategies for this kind of evaluative sense-making such as unit checks, limiting-case analysis, order-of-magnitude estimation, and qualitatively examining relationships between variables.

1.
Merriam-Webster, “
Make sense
,” Merriam-Webster.com Dictionary, https://www.merriam-webster.com/dictionary/makesense, accessed July 23, 2020.
2.
E.
Gire
,
P. J.
Emigh
,
K. T.
Hanh
, and
M.
Lenz
, “
Making sense of physics sensemaking
,”
Am. Phys. Soc. Forum Educ. Newslett.
9
-
11
(
Fall
2018
).
3.
S.
Papert
,
Mindstorms
(
Basic Books Inc.
,
1980
).
4.
T. O. B.
Odden
and
R. S.
Russ
, “
Defining sensemaking: Bringing clarity to a fragmented theoretical construct
,”
Sci. Educ.
103
,
187
205
(
2019
).
5.
T. O. B.
Odden
and
R. S.
Russ
, “
Vexing questions that sustain sensemaking
,”
Int. J. Sci. Educ.
41
,
1052
1070
(
2019
).
6.
T. O. B.
Odden
and
R. S.
Russ
, “
Sensemaking epistemic game: A model of student sensemaking processes in introductory physics
,”
Phys. Rev. Phys. Educ. Res.
14
,
020122
(
2018
).
7.
N. S.
Podolefsky
and
N. D.
Finkelstein
, “
Analogical scaffolding and the learning of abstract ideas in physics: An example from electromagnetic waves
,”
Phys. Rev. ST Phys. Educ. Res.
3
,
010109
(
2007
).
8.
J.
Clement
, “
Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics
,”
J. Res. Sci. Teach.
30
,
1241
1257
(
1993
).
9.
S.
Rosenberg
,
D.
Hammer
, and
J.
Phelan
, “
Multiple epistemological coherences in an eighth-grade discussion of the rock cycle
,”
J. Learn. Sci.
15
,
261
292
(
2006
).
10.
D. T.
Brookes
and
E.
Etkina
,“
The importance of language in students’ reasoning about heat in thermodynamic processes
,”
Int. J. Sci. Educ.
37
,
759
779
(
2015
).
11.
E.
Kuo
,
M. M.
Hull
,
A.
Elby
, and
A.
Gupta
, “
Assessing mathematical sensemaking in physics through calculation-concept crossover
,”
Phys. Rev. Phys. Educ. Res.
16
,
20109
(
2020
).
12.
E.
Duckworth
, “
The Having of Wonderful Ideas” and Other Essays on Teaching and Learning
(
Teachers College Press
,
2006
).
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.