The goal of this study is to improve elementary science teaching and learning by developing, testing, and refining a framework and set of tools for strategically incorporating forms of uncertainty central to scientists' sense-making into students' empirical learning.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Manz, E. (2018). Designing for and Analyzing Productive Uncertainty in Science Investigations. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count. 13th International Conference of the Learning Sciences (ICLS), London, UK.*
- Manz, E., & Suarez, H. Supporting Teachers to Negotiate Uncertainty for Science, Students, and Teaching.*
- Manz, E. (2015). Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction. Cognition and Instruction, 33(2), 89–124.*