I have a diverse background in formal and informal science education. Currently my interests are focused on uses of technology to support students' engagement, observations, and reporting during open-eneded, student directed science investigations.
Faculty Professional Website
Michigan State University, East Lansing, MI Doctor of Philosophy May 2004.
Emphasis in Curriculum, Teaching and Educational Policy, focus: Science Education
University of Central Oklahoma, Edmond, OK Master of Education, December 1995
Specialized in curriculum development for elementary and secondary science education
East Central University, Ada, OK Bachelor of Science in Physics, May, 1993
Linköping Universitetet, Linköping Sweden, Exchange Student 1989-1990
Enfield, M. (2013) Reading Scientifically: Practices supporting intertextual reading using science knowledge. Journal of Science Teacher Education. (DOI) 10.1007/s10972-013-9347-y
Enfield, M. (2012) Research Orientations of Undergraduate Students in Education (ROUSE): How do prospective teachers view learning to conduct research as a part of learning to teach? Perspectives on undergraduate research and mentoring. 2(1).
Enfield, M. & Mathew, E. (2012). Reading science in stories: How a narrative helped young children learn to describe change in position. Science and Children. 50(2).
Enfield, M. & Stasz, B (2011) Presence without being present: Reflection and action in a community of practice. Journal of the Scholarship of Teaching and Learning. 11(1).
Enfield, M.; Smith, E.L.; & Gruber, D. (2008) ‘A Sketch is Like a Sentence’: Curriculum Structures that Support Enactment Leading to Learning Scientific Ideas and Practices. Science Education. 92(4).