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Articles by Eve Manz
Connecting Design and Experience: Tracing Uncertainty Through Classroom Science Investigations
Conflicts of Interest The authors report no conflicts of interest. Supporting Information Filename Description sce70015-sup-0001-Supplemental_Materials_Appendix_A.docx15.3 KB Appendix A: Table S1 Aspects of the Investigation System Implemented as Uncertain in the Learning Environment. sce70015-sup-0002-Supplemental_Materials_Appendix_B.docx16.1 KB Appendix B: Example Row for Forms of Uncertainty Summary Table. References 1988.
Interlocking models in classroom science
Abstract Both professional and classroom-based scientific communities develop and test explanatory models of the natural world. For students to take up models as tools for sensemaking, practice must be agentive (where students use and revise models for specific purposes) and conceptually productive (where students make progress on their ideas). In this paper, we explore principles to support agentive and conceptually productive modeling.
July 2022 Newsletter
Dear Colleagues, NSF receives many Design and Development proposals but fewer DRK-12 proposals for Exploratory projects. This month we're featuring a Spotlight on Exploratory Research, where in addition to highlighting Exploratory projects, we also feature projects funded to build on Exploratory research. Our blog shares shares tips for those considering submitting an Exploratory proposal to advance research into new areas.
May 2020 Newsletter
Dear Colleagues, Congratulations and a warm welcome to the newest DRK-12 award winners. Also, congratulations to DRK-12 STEM for All Video Showcase award winners and all of those who shared a video this year. NSF has released a new DRK-12 solicitation.
Supporting teachers to negotiate uncertainty for science, students, and teaching
We also draw on institutional and organizational perspectives to explore how teachers make sense of new policies and practices in light of their current practices, constraints, and institutional messages about learning and teaching (Coburn, 2001 ; Weick, 1995 ). Allen and Penuel ( 2015 ) applied sensemaking theory to understanding how teachers shift their teaching in light of professional development (PD) related to the NGSS.
Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards
The Next Generation Science Standards (NGSS) [Achieve, Inc. [2013]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing and reciting information, students are now expected to engage in science practices to develop a deep understanding of core science ideas. While we want to share in the optimism about NGSS, the standards are not a silver bullet for transforming science classrooms.
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Science educators increasingly seek to support students’ participation in scientific practices, particularly epistemic practices, that is, those that ground authority for knowing in the discipline. Argumentation is one practice that has received significant attention in the research literature. However, scholars who take a sociocultural stance increasingly suggest that current conceptualizations are not sufficient for characterizing and supporting important aspects of scientific practice.
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