Price, Norman

Post doctoral researcher
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Norman Price has been working with Dr. Clement identifying strategies to foster student use of mental modeling, particularly in situations where computer simulations are being used. The availability and sophistication of visual displays for use in science classrooms has increased exponentially and offers teachers new opportunities to elicit and respond to student ideas. However, it can be difficult for teachers to use these images to encourage and engage active student thinking. Dr. Price is working on identifying teaching strategies to use with discussions of visual media such as static images, animations and simulations. He is interested in understanding how whole class discussion strategies can engage active student reasoning, be responsive to student ideas, and still efficiently meet content goals. He has been a presenter at conferences of the National Association of Research in Science Teaching and the National Science Teachers Association.

Norman earned a Bachelor of Science in Biology in 1985 from Trinity College in Hartford, CT. After earning his Master of Education from the University of Massachusetts at Amherst in 1990, he has been teaching middle school science at Amherst Regional Middle School in Amherst, MA. He earned a Doctoral degree in Mathematics, Science and Learning Technologies from UMass in 2013. In his spare time, he enjoys hiking, gardening, canoeing and spending time with his family.


Price, N. (2007). Self-study of the Evolution A “Deferred Judgment Questioning” Discussion Mode (Sounding) in a Middle School Science Teacher. Proceedings of the 2007 Annual Meeting of the ¬National Association for Research in Science Teaching (NARST), New Orleans, Loiusiana

Price, N., Leibovitch, A., and Clement, J. (2010), Case Study of Teaching Strategies Used Before, During and After a Simulation to Scaffold the Development of a Visualizable Microscopic Model.” Proceedings of the 2010 Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

Price, N., & Clement, J. (2011), "Comparative case studies of discussion strategies used in dynamic computer simulation and static image-based lessons. ", Proceedings of the 2011 Annual Meeting of the National Association for Research in Science Teaching, Orlando, FL.

Price, N., Leibovitch, A., and Clement, J. (2011), "Teaching strategies for using simulations in the classroom: A descriptive case study.", In I. Saleh & M.S. Khine (Eds.), Practitioner Research: Teachers’ Investigations in the Classroom Teaching. Hauppauge, New York: Nova Science Publishers.

Price, N. & Clement, J. (2013), “Using simulations vs. overheads: A comparative case study of questioning strategies in three science teachers.”, Proceedings of the 2013 Annual Meeting of the National Association for Research in Science Teaching, Puerto Rico.

Price, Norman T. (2013) "Teaching Strategies for Using Projected Images to Develop Conceptual Understanding: Exploring Discussion Practices in Computer Simulation and Static Image-Based Lessons". Dissertations. Paper 762.

Price 2007 NARST Evolution of Defered evaluation questioning mode Sounding.pdf1.1 MB
Price and Clement 2011 NARST Comparative case studies of discussion strategies used with simulation.pdf1.1 MB
Price and Clement 2013 NARST Compartive case study of 3 teachers.pdf766.54 KB