Understanding the Relational Dimensions of Classroom Modeling Conversations
Bibliographic Data
| ID | 21392948 |
|---|---|
| Authors | Eve Manz (0000-0003-3395-2449, Boston University Wheelock College of Education & Human Development Boston Massachusetts USA), Annabel Stoler (0009-0006-2027-0747, Boston University Wheelock College of Education & Human Development Boston Massachusetts USA) |
| Year | 2026 |
| Publication date | 2026-06-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70087 |
| OpenAlex | W7165531830 |
| Language | EN |
| References cited | 66 |
As youth and teachers engage in modeling conversations, they are simultaneously negotiating how knowledge is generated and how people are accountable to each other in a community. Typically, design and analysis have privileged the epistemic focus, focusing on how to support young people to take up specific knowledge construction purposes and processes. The relational aspects of modeling conversations have received less attention. In this paper, we explore epistemic and relational work as intertwined during classroom modeling conversations. We examine the experience of three teachers who considered the relational dimensions of modeling conversations to be deeply connected with epistemic dimensions. We explore the tensions that they experienced in relation to students evaluating each other's ideas and student participation in whole‐class modeling conversations. We use framing as an analytic lens to understand the roles, goals, and actions that teachers sought and that students took up in these conversations. Finally, we show how as teachers tried out alternative strategies and structures for classroom conversations, these afforded different epistemic and relational opportunities for teachers and students
Co-construction · Discourse analysis · Framing (construction) · Negotiation · Philosophy of science · Relation (database) · Science education · Statistical relational learning · Mathematics Education and Teaching Techniques · Science Education and Pedagogy · Teaching and Learning Programming
Defining sensemaking
“The Coat Traps All Your Body Heat”
Framing for scientific argumentation
Developing a learning progression for scientific modeling
Examining Classroom Science Practice Communities
Epistemologies in practice
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Rethinking diversity in learning science
‘Models of’ versus ‘Models for’
Beyond the scientific method
Embodied physics
Quantification in Empirical Activity
Toward Just and Sustainable Futures
Connecting Design and Experience
Intrinsic and instrumental care in pen pal letters
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
Leveraging curricular and students' resources to instigate and sustain problematizing
Interlocking models in classroom science
Science education with multilingual learners
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
Supporting students' meaningful engagement in scientific modeling through epistemological messages
Characterizing relationships between collective enterprise and student epistemic agency in science
Objectivity and Diversity
Engineering Concepts
Toward a theory of critical care in urban small school reform
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
I’m a Teacher, I’m Gonna Always Protect You”
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Teaching to Transform
| Citation velocity | historical |
|---|---|
| Highly cited | No |