Publications

else-2003sdt

Else, Mary Jane & Clement, John J. & Ramirez, Mary Anne (2003), "Should different types of analogies be treated differently in instruction? Observations from a middle-school life science curriculum", Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

clement-2003aas

Clement, John J. & Nunez-Oviedo, Maria (2003), "Abduction and analogy in scientific model construction", Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

clement-2002mst

Clement, John J. (2002), "Managing student/teacher co-construction of visualizable models in large group discussion", Proceedings of the Association for the Educators of Teachers of Science, Charlotte, NC.

clement-2002pet

Clement, John J. (2002), "Protocol evidence on thought experiments used by experts", In Wayne Gray and Christian Schunn, Eds., Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

clement-2002swe

Clement, John J. & Steinberg, Melvin S. (2002), "Step-wise evolution of models of electric circuits: A "learning-aloud" case study", Journal of the Learning Sciences 11(4), 389-452.

steinberg-2001emm

Steinberg, Melvin S. & Clement, John J. (2001), "Evolving mental models of electric circuits", In Behrendt, H. et al. (eds.), Research in science education --- Past, present, and Future, pp.235-240. Dordrecht: Kluwer.

yuretich-2001alm

Yuretich, Richard F. & Khan, Samia A, & Leckie, R. Mark & Clement, John J. (2001), "Active-learning methods improve student performance and scientific interest in a large introductory oceanography course", Journal of Geoscience Education, March, 2001.

clement-2000mbl

Clement, John J. (2000), "Model based learning as a key research area for science education", International Journal of Science Education 22(9), 1041-1053.

clement-2000aci

Clement, John J. (2000), "Analysis of clinical interviews: Foundations and model viability", In Lesh, R. and Kelly, A., Handbook of research methodologies for science and mathematics education. Hillsdale, NJ: Lawrence Erlbaum.

clement-2000lck

Clement, John J. (2000), "Levels of causal knowledge in solving explanation problems in science", Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April.

clement-1999srs

Clement, John J. & Khan, Samia (1999), "Strategies reducing science anxiety in female university chemistry students", Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, March.

rearamirez-1999uen

Rea-Ramirez, Mary Anne & Clement, John J. (1999), "Using explanatory need to stimulate construction of complex mental models in biology", Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, March.

khan-1999tpr

Khan, Samia & Clement, John J. (1999), "Tracking participation and "richness" in listserv communications in a college science course for teachers", Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, March.

steinberg-1999emm

Steinberg, Melvin S. & Clement, John J. (1999), "Evolving mental models of electric circuits", European Educational Research Association, Kiel, August.

monaghan-1999ucs

Monaghan, J. M. & Clement, John J. (1999), "Use of a computer simulation to develop mental simulations for learning relative motion concepts", International Journal of Science Education, 21(9), 921-944.

gobert-1999esg

Gobert, Janice & Clement, John J. (1999), "The effects of student-generated diagrams versus student-generated summaries on conceptual understanding of spatial, causal, and dynamic knowledge in plate tectonics", Journal of Research in Science Teaching, 36(1):39-53.

clement-1998ens

Clement, John J. (1998), "Expert novice similarities and instruction using analogies", International Journal of Science Education, 20(10):1271-1286.

clement-1998rdc

Clement, John J. & Ramirez, Mary Anne (1998), "The role of dissonance in conceptual change", Proceedings of the National Association for Research in Science Teaching.

rearamirez-1998sde

Rea-Ramirez, Mary Anne & Clement, John J. (1998), "In search of dissonance: The evolution of dissonance in conceptual change theory", Proceedings of the National Association for Research in Science Teaching.

ramirez-1997tuc

Ramirez, Mary Anne & Clement, John J. (1997), "Teaching for understanding, part I: Concepts of conceptual change and dissonance", In the Proceedings of the International Conference From Misconceptions to Constructed Understanding, Cornell University.

monaghan-1997ccw

Monaghan, J. & Clement, John J. (1997), "Conceptual change in working physics classrooms", In the Proceedings of the International Conference From Misconceptions to Constructed Understanding, Cornell University.

clement-1997tug

Clement, John J. & Ramirez, Mary Anne (1997), "Teaching for understanding, part II: Graphical representations of dissonance and conceptual change", In the Proceedings of the International Conference From Misconceptions to Constructed Understanding, Cornell University.

ramirez-1997cmh

Ramirez, Mary Anne & Clement, John J. (1997), "Conceptual models of human respiration and misconceptions that present possible impediments to students' understanding", In the Proceedings of the international conference From Misconceptions to Constructed Understanding, Cornell University.

rearamirez-1997dcf

Rea-Ramirez, Mary Anne & Clement, John J. (1997), "Developing a conceptual framework of students' understanding of human respiration", In R. Abrams (Ed.), Proceedings of The Fourth International Misconceptions Seminar: From Misconceptions to Constructed Understanding. Santa Cruz, CA: The Meaningful Learning Research Group.

steinberg-1997cme

Steinberg, Melvin S. & Clement, John J. (1997), "Constructive model evolution in the study of electric circuits", In the Proceedings of the international conference From Misconceptions to Constructed Understanding, Cornell University.