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Understanding the codevelopment of modeling practice and ecological knowledge

Science education (Salem, Mass.), 2012-11, Vol.96 (6), p.1071-1105

Manz, Eve

2012

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Representing Student Argumentation as Functionally Emergent From Scientific Activity

Review of educational research, 2015-12, Vol.85 (4), p.553-590

Manz, Eve

2015

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Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction

Cognition and instruction, 2015-04, Vol.33 (2), p.89-124

Manz, Eve

2015

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Examining evidence construction as the transformation of the material world into community knowledge

Journal of research in science teaching, 2016-09, Vol.53 (7), p.1113-1140

Manz, Eve

2016

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Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty

Science education (Salem, Mass.), 2022-11, Vol.106 (6), p.1408-1441

2022

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Interlocking Models in Classroom Science

Science education (Salem, Mass.), 2023-11, Vol.107 (6), p.1399-1434

2023

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Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

Journal of research in science teaching, 2018-09, Vol.55 (7), p.1053-1075

2018

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Rethinking the classroom science investigation

Journal of research in science teaching, 2020-09, Vol.57 (7), p.1148-1174

2020

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Supporting teachers to negotiate uncertainty for science, students, and teaching

Science education (Salem, Mass.), 2018-07, Vol.102 (4), p.771-795

2018

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Odd ideas about learning science: A response to Osborne

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1289-1293

2019

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Quantification in Empirical Activity: Tracing Children’s Interests and Ideas

Science & education, 2023-04, Vol.32 (2), p.447-480

2023

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Quantification in Empirical Activity

Science & education, 2023-01, Vol.32 (2), p.447-480

2023

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Engaging Elementary Students in Science Practice: Strategies for helping children plan investigations

Science and children, 2024-07, Vol.61 (4), p.64-68

2024

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Understanding how teachers guide evidence construction conversations

Science education (Salem, Mass.), 2017-07, Vol.101 (4), p.584-615

2017

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Getting a Grip

Science and children, 2019-04, Vol.56 (8), p.80-87

Manz, Eve

2019

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Getting a Grip: A framework for designing and adapting elementary school science investigations.(Methods & Strategies IDEAS AND TECHNIQUES TO HELP YOUR SCIENCE TEACHING)

Science and children, 2019-04, Vol.56 (8), p.801

Manz, Eve

2019

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Methods & Strategies: Getting a Grip

Science and children, 2019-04, Vol.56 (8), p.80-87

Manz, Eve

2019

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Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instructions

Cognition and instruction, 2015-04, Vol.33 (2), p.89-124

Manz, Eve

2015

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Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

Journal of research in science teaching, 2022-08, Vol.59 (6), p.1086-1096

2022

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Working with and Shifting the System: A response to Elby's commentary

Journal of research in science teaching, 2019-04, Vol.56 (4), p.521-525

2019

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Project-Based Learning: A Justice-Oriented Pathway for Meaningful Science and Literacy Integration

Language arts, 2023-03, Vol.100 (4), p.317-322

2023

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What Should We Investigate?: Using a Classroom Decomposition Chamber to Support the Development of Investigation Questions

Science and children, 2024-09, Vol.61 (5), p.33-40

2024

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Integrating the epistemic, conceptual, and social aspects of scientific modeling

Manz, Eve

2013

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Supporting Evidence Construction Practices in elementary classrooms

Reframing Science Teaching and Learning, 2017, p.79-94

1, 2017

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Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity

Teacher Learning in Changing Contexts, 2023, Vol.1, p.217-237

1, 2023

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Understanding the codevelopment of modeling practice and ecological knowledge

Representing Student Argumentation as Functionally Emergent From Scientific Activity

Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction

Examining evidence construction as the transformation of the material world into community knowledge

Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty

Interlocking Models in Classroom Science

Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

Rethinking the classroom science investigation

Supporting teachers to negotiate uncertainty for science, students, and teaching

Odd ideas about learning science: A response to Osborne

Quantification in Empirical Activity: Tracing Children’s Interests and Ideas

Quantification in Empirical Activity

Engaging Elementary Students in Science Practice: Strategies for helping children plan investigations

Understanding how teachers guide evidence construction conversations

Getting a Grip

Getting a Grip: A framework for designing and adapting elementary school science investigations.(Methods & Strategies IDEAS AND TECHNIQUES TO HELP YOUR SCIENCE TEACHING)

Methods & Strategies: Getting a Grip

Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instructions

Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

Working with and Shifting the System: A response to Elby's commentary

Project-Based Learning: A Justice-Oriented Pathway for Meaningful Science and Literacy Integration

What Should We Investigate?: Using a Classroom Decomposition Chamber to Support the Development of Investigation Questions

Integrating the epistemic, conceptual, and social aspects of scientific modeling

Supporting Evidence Construction Practices in elementary classrooms

Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity

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