Leveraging curricular and students' resources to instigate and sustain problematizing

Although existing literature suggests that teachers perceive, mobilize, and leverage resources to support ambitious instruction, less is known about how students jointly take up for co-constructing scientific knowledge. This study examines utilize aspects of practice-oriented curriculum materials students' everyday experiences as problematize their inquiry. I present an analysis employ engage in problematizing they enact the same lessons from a science sixth grade classrooms. report on patterns variability who leverages what instigate sustain problematizing, whether or not service deviates curricular intent. three representative cases highlight tensions emerge between carefully sequenced materials. The findings reported here have implications design materials, professional learning around use, opportunities redistribution epistemic agency during enactment.