Eve Manz is Assistant Professor of Education specializing in Science Education. Her research focuses on the development of epistemic practices in mathematics and science; that is, supporting students to participate in making and using knowledge in powerful, disciplinary ways. She seeks to understand how to design learning environments so that practices such as modeling, experimentation, and argumentation are meaningful and useful for elementary school students.
Dr. Manz works closely with elementary level in-service and pre-service teachers to design curriculum and test new approaches for engaging young students in science. She is currently working on two projects. In the first, she works with elementary teachers to incorporate “productive uncertainty” into elementary school science investigations, with funding from an early career award from the National Science Foundation. In addition, Dr. Manz is working with faculty from BU, TERC, and SMU to understand how elementary teachers facilitate classroom discussions in light of disciplinary goals and attention to issues of race, culture, and power, with funding from the James S. McDonnell Foundation.
Ph.D. in Mathematics and Science Education, Vanderbilt University
A.B. in Education and Psychology, Swarthmore College
SED CH 300: Elementary Science Education
RESEARCH PROGRAM: Engaging elementary students in scientific practices: Understanding design principles, curriculum needs, and teacher supports
My research is driven by three core commitments: elementary students can explore complex content; they should be engaged in participating in practices for generating knowledge in the discipline; and understandings and practices must be meaningful for students in their current activity, rather than at a distant future point. I seek to understand new opportunities for elementary student learning, develop design principles for learning environments characterized by these commitments, and support change in teacher and district practices.
In one strand of research, I explore how building productive uncertainty into elementary science instruction allows students to engage more powerfully in scientific practices (e.g., those specified in the Next Generation Science Standards). I seek to understand how to develop elementary curriculum materials that use planned uncertainty provoke predictable, fruitful variability in student thinking and to prepare teachers to leverage this variability to guide the development of disciplinary practices and content understandings. This work is currently funded by a CAREER grant from the National Science Foundation.
A second strand of work is involves studying how to support districts to make shifts in curriculum and teacher learning to meet the demands of new science standards, particularly in relation to the Next Generation Science Standards. I am currently working closely with Somerville Public Schools to support teacher-leaders to develop new curriculum materials and conduct professional development with their peers, in order to more effectively organize science instruction around student sense-making.
Finally, I am committed to understanding elementary teaching and learning as part of a multi-content area system. To this end, I work with researchers with content expertise in other domains (e.g., ELA, Mathematics) to support shifts in teaching within and across the content areas. Currently, I am working with Lynsey Gibbons (BU), Beth Warren (BU), Andrea Bien (BU), Cathy O’Connor (BU), Ann Rosebery (TERC), Eli Tucker-Raymond (TERC), and Anne Garrison (SMU) to understand how elementary teachers support classroom discussion within and across the content areas of Science, ELA, and Mathematics. We seek to document core teaching practices and conundrums teachers face, then work with instructional leaders and teachers to co-design novel learning environments for teachers to shift their discussion practices.Visit Dr. Manz' Faculty Profile
Read More about Dr. Manz' work with Somerville Public Schools.
Dr. Eve Manz to Receive Review of Research Award at 2016 AERA Annual Meeting
Manz, E., and Renga, I.P. (2017). Understanding how teachers guide students in evidence construction. Science Education 101(4), 584-615
Manz E. (2016). Examining evidence construction as the transformation of the material world into community knowledge. Journal of Research in Science Teaching, 53(7), 1113-1140.
Manz, E. (2015). Resistance and the development of scientific practice: Designing ‘the Mangle’ into science instruction. Cognition and Instruction, 33(2), 89-124.
Manz, E. (2015). Representing student argumentation as functionally emergent from scientific activity. Review of Educational Research, 85(4), 553-590.
Manz, E. (2012). Understanding the co-development of modeling practice and ecological knowledge. Science Education, 96(6), 1071-1105.
Manz, E. and Renga, R. (2015, April). Talk Strategies for Addressing Epistemic Challenges in Science Teaching. In E. Manz (chair), Expanding Frameworks for Talk in Science Classrooms. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.
Manz, E. (2014, June). ‘Mangling’ science instruction: Creating resistances to support the development of practices and content knowledge. Presented at the 11th International Conference of the Learning Sciences, Boulder, CO. Winner: Best Conference Paper.
Manz, E. (2014, March). Unpacking the development of measurement practice. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.
Manz, E. (2013, April). The development of experimental practice: Tracing its social, epistemic, and conceptual dimensions. In R. Lehrer (chair), Designing to support the co-development of epistemic practices and knowledge in engineering, science, and mathematics. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.
Manz E. (2012, April). Engaging students in the epistemic functions of scientific argumentation. In R. Lehrer (chair), Designing for and representing the development of epistemic practices in classroom communities. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver, BC.
Manz, E. (2012, April). Understanding the co-development of modeling practice and ecological knowledge. Poster presented in the Early Career Scholars Session at the annual meeting of the American Educational Research Association, Vancouver, BC.