  We present a case study featuring a first-year bio-science university student
using computation to solve a radioactive decay problem and interpret the
results. In a semi-structured cognitive interview, we use this case to examine
the process of sensemaking in a computational science context. We observe the
student entering the sensemaking process by inspecting and comparing
computational outputs. She then makes several attempts to resolve the perceived
inconsistency, foregrounding knowledge from different domains. The key to
making sense of the model for this student proves to be thinking about how to
implement a better model computationally. This demonstrates that integrating
computation in physics activities may provide students with opportunities to
engage in sensemaking and critical thinking. We finally discuss some
implications for instruction.
