Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design

Metz, Kathleen E.

doi:10.1080/10508406.2011.529325

Cited by 70 publications

(65 citation statements)

References 45 publications

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“…The implication is that there is an advantage to carefully designing uncertainty and materiality into learning environments. Several researchers adopt this view, advocating the importance of engaging students in "getting a grip" on the material world (Lehrer, Schauble, & Lucas, 2008), or "structuring the ill-structured" (Metz, 2011). These authors argue that when students engage with the complexity of material practice, they experience pushback and, potentially, perceive problems with their approaches and adapt them accordingly.…”

Section: What the Mangle Might Contribute To Classroom Learning Envirmentioning

confidence: 99%

“…These authors argue that when students engage with the complexity of material practice, they experience pushback and, potentially, perceive problems with their approaches and adapt them accordingly. There is some evidence that purposefully introducing materiality and uncertainty into learning environments can situate the development of sophisticated scientific processes (Ford, 2005;Lehrer et al, 2008;Metz, 2011;Roth & Roychoudhury, 1993). However, to date, studies have tended to use interviews conducted at the end of instruction to show that students have developed scientific practices or have presented snapshots of moments of instruction in which students wrestle with aspects of scientific practice.…”

Section: What the Mangle Might Contribute To Classroom Learning Envirmentioning

confidence: 99%

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

Manz

2015

Cognition and Instruction

101

114

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This article addresses how we can develop learning environments that establish a need for scientific practices and provide a context for developing content knowledge through practice. It argues that Pickering's (1995) notion of "The Mangle of Practice" informs these efforts by focusing our attention on how resistance, or push-back from the world, destabilizes practices and ideas, creating a need to re-evaluate each in light of the other. I describe the design of science instruction for an elementary school classroom, showing how it built from attention to the mangle and established principles in the fields of education and the learning sciences. I then explore how three forms of activity emerged, were taken up by students, and developed as practices in the classroom community. Implications for the design of learning environments include attending to why students engage in practices and building resistances into students' work to support the co-development of practices and content understandings.

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Section: What the Mangle Might Contribute To Classroom Learning Envirmentioning

confidence: 99%

Section: What the Mangle Might Contribute To Classroom Learning Envirmentioning

confidence: 99%

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

Manz

2015

Cognition and Instruction

101

114

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“…Learning performances under clusters 2 and 3 are based on work by R. Lehrer, L. Schauble and colleagues with K-2 students , and learning performances focused on interpreting data are substantiated by Metz (2011). Inagaki and Hatano (2002) suggest students at this age do have some rudimentary notion that food substances are transformed inside of animals, even though a notion of a digestive system may be missing.…”

Section: Constructing Scientific Arguments (Cluster 3)mentioning

confidence: 99%

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

Rogat¹

2011

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The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE),with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council's (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address students' understanding of the structure, properties, and transformations of matter in the physical sciences and of the flow of matter and energy in ecosystems in the life sciences. These two core goals were chosen because a good bit of research has been done on children's learning in these areas, some of it carried out by members of our working groups. These hypothetical learning progressions are intended to inform those who are working on the new national science standards, to serve as tools for those charged with developing curriculum and assessments to implement the new standards, and to encourage others to undertake the theoretical and empirical work needed to fill important gaps in our knowledge about learning progressions. Disciplines Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Science and Mathematics Education CommentsView on the CPRE website. The research presented in this report was funded by a National Science Foundation (NSF) grant (DRL-1051144) to the Consortium for Policy Research in Education (CPRE). Opinions expressed in this report are those of the authors and do not necessarily reflect the views of the NSF, CPRE, or its institutional members. 1 PrefaceThe hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE), with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council's (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address students' understanding of the structure, properties, and transformations of matter in the physical sciences and of the flow of matter and energy in ecosystems in the life sciences. These two core goals were chosen because a good bit of research has been done on children's learning in these areas, some of it carried out by members of our working groups. These hypothetical learning progressions are intended to inform those who are working on the new national science ...

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“…Inquiry also arises from positive affect: a sense of wonder that leads to curiosity and a desire for explanation. It is this aspect of personal commitment to an inquiry that is often missing from school science (Chinn & Malhotra, 2002;Metz, 2011), and it cannot be assumed to drive science education outside the classroom in museums or discovery centers.…”

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confidence: 99%

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

Sharples

Scanlon

Ainsworth

et al. 2014

Journal of the Learning Sciences

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Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design

Cited by 70 publications

References 45 publications

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

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

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

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