Current programming practices rely heavily on the use of APIs (Application Programming Interfaces) and frameworks. However, APIs can be challenging to learn and use. Existing research focuses on specific barriers programmers encounter while learning APIs, providing a fragmented understanding of the process. In this paper, we analyze the holistic process of twelve programmers learning the React JS API using sensemaking theory as a guiding framework for qualitative coding of behaviors. We describe how these API learners moved through sensemaking stages and how they interacted with information during each sensemaking stage. Our results highlighted programmers’ tendency to seek understanding when they encountered problems.

当前的编程实践在很大程度上依赖于 API（应用程序编程接口）和框架的使用。但是，API 的学习和使用可能具有挑战性。现有研究侧重于程序员在学习 API 时遇到的特定障碍，提供了对该过程的零散理解。在本文中，我们使用意义建构理论作为行为定性编码的指导框架，分析了十二名程序员学习 React JS API 的整体过程。我们描述了这些 API 学习者如何通过意义建构阶段，以及他们如何在每个意义建构阶段与信息互动。我们的结果突出了程序员在遇到问题时寻求理解的倾向。