Understanding the codevelopment of modeling practice and ecological knowledge

By Eve Manz. 2012

156 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/db94c55d2bbe6825beaa48cf1d8dda4895e55c76

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David M. Hammer
2. Eve Manz
3. Christina V. Schwarz
4. Tiffany-Rose Sikorski
5. Brian J. Reiser
6. Christina Krist
7. Willard Brown
8. Project READI

In Education

1. David M. Hammer
2. Christina V. Schwarz
3. Eve Manz
4. Brian J. Reiser
5. Christina Krist
6. Tiffany-Rose Sikorski
7. Willard Brown
8. Project READI

In Social Psychology

1. David M. Hammer
2. Tiffany-Rose Sikorski
3. Christina V. Schwarz
4. Eve Manz
5. Brian J. Reiser
6. Carol D. Lee
7. M. A. Britt
8. Susan R. Goldman

Citations in the corpus

• Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning (2018, background): “When explaining ecological phenomena such as changes in squirrel populations (a cover story from our assessment items) or new plants in a garden patch (Manz, 2012), the causal entities are often themselves entity-behavior relationships.”
• Implications of Complexity for Research on Learning Progressions (2015, background): “!) is a standard part of life in healthy classrooms, when students are coming up with ideas, asking and pursuing their own questions, inherent in “explosions” (Manz, 2012) of student participation, and in the set and sequence of ideas students’ conceive.”
• Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “This research also shows that younger students have more difficulty linking claims and evidence than do older students, and thus need more support to make explicit the grounds for their explanations and understandings (Berland & Reiser, 2009; Manz, 2012; McNeill & Krajcik, 2012; Windschitl, Thompson”
• Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, background): “…than regarding complexity and materiality as impediments to the development of knowledge, we frame ecological understanding as centrally involving the ability to navigate these aspects of the setting and impose order on them (Goodwin, 1994; Hutchins, 2012; Lehrer & Schauble, 2012; Manz, 2012).”