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ERIC Number: EJ1062800
Record Type: Journal
Publication Date: 2015
Pages: 36
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0737-0008
Resistance and the Development of Scientific Practice: Designing the Mangle into Science Instruction
Manz, Eve
Cognition and Instruction, v33 n2 p89-124 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: 0628253