Eve Manz
Dados Biográficos
| ID | 6508975 |
|---|---|
| NOME | Eve Manz |
| PRENOMES | Eve |
| SOBRENOME | Manz |
| ASSINATURA | MANZ E |
| AFILIAÇÕES | Boston University |
| ORCID | 0000-0003-3395-2449 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Facilitating Classroom Discussions across Content Areas
Connecting Design and Experience
Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments …
Understanding the Relational Dimensions of Classroom Modeling Conversations
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, w…
Elementary teachers' conceptualizations of classroom discussions across content areas
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Quantification in Empirical Activity
Interlocking models in classroom science
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. One is that model…
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
Science education researchers have highlighted how uncertainty can foster meaningful scientific sense‐making, supporting students to re‐evaluate their understandings of scientific phenomena and pursue deeper causal accounts. However, facilitating whole‐class conversations motivated by uncertainty is complex and challenging, calling for further descriptions of the pedagogical work involved for teachers. In this study, we consider recurring pedagog…
Beyond assessing knowledge about models and modeling
Peer Reviewed
Rethinking the classroom science investigation
There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, to realize a vision of science‐as‐practice in classrooms. As yet, however, not all scientific practices have received equal attention. Planning and Carrying out Investigations is one of the eight scientific practices identified in the Next Generation Science Standards, and there is a long line of res…
Supporting teachers to negotiate uncertainty for science, students, and teaching
This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work …
Addressing the epistemic elephant in the room
The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] 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. They are, instead…
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 supportin…
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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 supportin…
Supporting teachers to negotiate uncertainty for science, students, and teaching
This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work …
Addressing the epistemic elephant in the room
The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] 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. They are, instead…
Rethinking the classroom science investigation
There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, to realize a vision of science‐as‐practice in classrooms. As yet, however, not all scientific practices have received equal attention. Planning and Carrying out Investigations is one of the eight scientific practices identified in the Next Generation Science Standards, and there is a long line of res…
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
Science education researchers have highlighted how uncertainty can foster meaningful scientific sense‐making, supporting students to re‐evaluate their understandings of scientific phenomena and pursue deeper causal accounts. However, facilitating whole‐class conversations motivated by uncertainty is complex and challenging, calling for further descriptions of the pedagogical work involved for teachers. In this study, we consider recurring pedagog…
Beyond assessing knowledge about models and modeling
Peer Reviewed
Quantification in Empirical Activity
Interlocking models in classroom science
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. One is that model…
Elementary teachers' conceptualizations of classroom discussions across content areas
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Facilitating Classroom Discussions across Content Areas
Connecting Design and Experience
Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments …
Understanding the Relational Dimensions of Classroom Modeling Conversations
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, w…
Science Education and Pedagogy (10 obras) · Innovative Teaching and Learning Methods (8 obras) · Science education (8 obras) · Computer Science (7 obras) · Mathematics education (7 obras) · Psychology (7 obras) · Sociology (7 obras) · Educational Strategies and Epistemologies (6 obras) · Epistemology (6 obras) · Pedagogy (5 obras)