UNC School of Education

Clinical Assistant Professor

Coordinator of Carolina Online Lateral Entry Program and NC TEACH

T 919.843.4813
menfield@email.unc.edu

213D Peabody Hall
CB 3500

Mark Enfield is a research associate and clinical assistant professor in the School of Education and has taught science to students ranging from preschool to undergraduate levels in formal and informal settings. Currently, he coordinates the Carolina Online Lateral Entry program, instructs in the elementary program and engages in scholarly research.

Enfield's scholarly interests focus on how teacher education and professional development assist teachers in helping young learners develop an appreciation for and understanding of the nature and practice of science. He is particularly interested in the epistemological demands of learning science and thinking scientifically. Each of these demands lead to challenges for teaching and learning. Enfield is active in the National Association for Research on Science Teaching and the Association for Science Teacher Education.

• www.unc.edu/~menfield

• Ph.D. 2004 - Michigan State University, Emphasis in Curriculum, Teaching and Educational Policy, Focus in Science Education
• M.Ed. 1995 - University of Central Oklahoma, Focus in Curriculum Development for Elementary and Secondary Science Education
• B.S. 1993 - East Central University, Physics

• Elementary Science Teaching
• Science Literacy
• Nature of Science and Inquiry
• Discourse Processes in Classrooms

• 2000-2002, Spencer Research Training Grant
• 1999-2000, Spencer Faculty Mentoring Grant

• National Association of Research on Science Teaching
• National Science Teachers Association
• American Educational Research Association
• Association for Science Teacher Educators

• Volunteer in Smith Middle School Science Department - Chapel Hill, NC

Enfield, M. (in press) Making sense of sense-making discussions. Science and Children

Zhao, Y., Byers, J., Mishra, P., Topper, A., Chen, H., Enfield, M., Ferdig, R., Frank, K., Pugh, K., & Tan, S.H. (2001) What do they know? A comprehensive portrait of exemplary technology-using teachers. Journal of Computing in Teacher Education. (17)2.

Duggan-Haas, D., Enfield, M. & Ashmann, S. (2000) Criticism, Comment and Proposal: Policy Analysis of Draft CASE Standards for Science Teacher Education. Electronic Journal of Science Education. 4(3).

Enfield, M. (2005) We have to know how to do things before we can explain why things happen: Joint construction of accounts in elementary science Paper presented at the Annual meeting of the National Association for Research on Science Teaching.

Enfield, M. & Wright, J. (2004 February) Writing strategies that promote inquiry and understanding in Elementary Science. Paper presented at the Annual meeting of the Michigan Science Teachers Association, Lansing, MI.

Enfield, M. (2003 March) Collaboration on experience based explanations in large group elementary science discussions. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

Enfield, M. (2002 February) Clouds are like sponges: The role of oral language in urban students’ sense making in science. Penn Ethnography Forum, Philadelphia, PA.

Enfield, M. (2001 March) Poster Session for Teachers Who Are Inquiring into Science Learning and Teaching. Poster Session at National Convention for the National Science Teachers Association, St Louis, MO. Session organizer, Emily van Zee

Enfield, M. (2001 March) Rubber Band Bridges: Describing Structures in Science Education That Help Students Learn Theory and Practice. Poster session at Annual Meeting of the National Association for Research in Science Teaching, St Louis MO.