Photo of Eve Manz

Eve Manz

Associate Professor

Dr. Eve Manz is an associate professor of science education at Boston University Wheelock College of Education & Human Development. The core motivation of her work is supporting teachers and young people to engage in learning that builds from their capabilities toward new ways of seeing themselves, each other, and the world. Most of her work has been conducted in the field of elementary science education, where she has studied how to develop learning environments that meaningfully engage children in science practices such as modeling, argumentation, and explanation. She works closely with elementary teachers and instructional leaders to develop new approaches to science instruction that center student and teacher sense-making.

In one current project, with support from a National Science Foundation CAREER grant, Dr. Manz works with teachers and district partners in Somerville Public Schools to develop new approaches to the elementary school science investigation. In a second current project, she has worked with an interdisciplinary team of researchers to develop and pilot Great First Eight, a full-day, assets-based, interdisciplinary curriculum for young children in metropolitan areas.

Dr. Manz’s work has been been funded by the James S. McDonnell Foundation, the George Lucas Educational Foundation, the Kellogg Foundation, and the National Science Foundation She is the recipient of the 2019 Early Career Research Award from the National Association for Research in Science Teaching and recently served on the National Academies of Science and Engineering Committee on Enhancing Science and Engineering in Prekindergarten through Fifth Grades.

Pronouns: she/her

PhD, Learning, Teaching, and Diversity, with a specialization in Mathematics and Science Education, Vanderbilt University

BA, Education and Psychology, Swarthmore College

CH300/515; Methods of Instruction: Elementary 1-6 (Science Section)

ED800; Theories of Learning, Teaching, and Equity

ME 701: Learning Theory and Epistemology in Mathematics and Science Education

Ward, A., Manz, E., and Salgado, M. (2023). Project-based learning: A justice-oriented pathway for meaningful science and literacy integration. Language Arts, 100 (4), 317-322.

Watkins, J. and Manz, E. (2022). Characterizing pedagogical decisions and sense-making conversations motivated by scientific uncertainty. Science Education, 106 (6), 1408-1441.

Schwarz, C., Ki, L, Salgado, M., and Manz, E. (2022). Beyond assessing knowledge about models and modeling: Moving towards expansive, meaningful and equitable modeling practice. Journal of Research in Science Teaching. 59(6), 1086– 1096.

Manz, E., Lehrer, R., and Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching. 57(7), 1148-1174.

Manz, E. and Suarez, E. (2018). Supporting teachers to negotiate uncertainty for science, students, and teaching. Science Education, 102(4), 771-795.

Stronger Together: Connecting science and literacy in young children’s learning. Invited webinar to the George National Science Teachers’ Association Chapter. November 16, 2022.

Manz, E., Georgen, C., and Beckert, B. (2022, March). Collaborative development of tools to address content-practice tensions in classroom science investigations. In Haverly, C. (Chair), Engaging with Curricular Infrastructure to Support Elementary Science Teacher Learning and Identity Development. NARST Annual Conference, Vancouver, BC.

Rethinking the classroom science investigation: Design research with children and teachers. Invited speaker, Northern Arizona University STEM Speaker series. April 13, 2021.

Productive uncertainty in the science classroom. Invited speaker, Math for America STEM Wednesday Webinar Series: Powerful Ideas in STEM Education for the Classroom. March 10, 2021.