High School Science

Curriculum Vitae

JOHN J. CLEMENT

Address: School of Education, Furcolo Hall, University of Massachusetts, Amherst, MA

01003. 413-***-****. Scientific Reasoning Research Institute, U. of

Massachusetts. 413-***-****. Home: 296 N. Silver Lane, Sunderland, MA,

01375 413-***-****, abqef6@r.postjobfree.com. Spouse: Barbara Morrell.

Education:

1964-1968 Harvard University, A.B. degree in Physics (cum laude), 1968.

1975-1976 Visiting Scholar, Committee on Culture and Cognition, University of Illinois.

Conducted research on case studies of students' mathematical thinking under

J. Easley.

1973-1976 University of Massachusetts, Amherst. Ed.D. in Instructional Applications Of

Computers And Mathematics Education, Graduate School of Education, 1977.

Professional Experience:

2010-present Professor Emeritus, Science Education, School of Education, University of

Massachusetts, Amherst.

1997-2010 Professor, Science Education, School of Education, University of Massachusetts,

Amherst.

1997-present Adjunct Professor, Scientific Reasoning Research Institute, College of Natural

Sciences and Mathematics.

1980-1996 Senior Research Director for the Scientific Reasoning Research Institute,

University of Massachusetts, Amherst. Analyzing and remediating students'

conceptual difficulties in science and mathematics.

Spring, 1989 Acting Director, Basic Mathematics Program, University of Massachusetts (25

full and part-time employees).

1983-1996 Adjunct Assistant and Adjunct Associate Professor, Graduate School of

Education.

1983- 1998 Adjunct Assistant and Adjunct Associate Professor, Psychology Department.

1977-1980 Staff Associate and Research Associate, Scientific Reasoning Research Institute

and Physics Department, University of Massachusetts.

1968-1972 Curriculum Development Specialist, School District of Philadelphia.

RESEARCH

Honors:

Outstanding Accomplishment in Research and Creative Activity Award, U. of

Massachusetts, Amherst (awarded to 8-10 faculty each year), 2007.

National Career award: Distinguished Contributions to Science Education

Through Research Award from the National Association for Research in

Science Teaching, 2005.

Accomplishment Based Renewal Grant Award, National Science Foundation

(grant award based primarily on accomplishments from previous awards),

1995.

Grant Awards for Proposals authored by Clement: (J. Clement, PI, unless otherwise

noted)

Visual Modeling Strategies In Science Teaching, NSF REESE Program,

$979,098, 8/15/07 - 8/1/10. The long-term goal of this project is to find principles

of instruction for developing students visualizable models in science, including

design principles for curriculum development, technological tools, and new

pedagogical principles.

Understanding and Fostering Model Based Learning In Science, NSF Role

Program, $956,126, 9/1/03-08. The long term goal of this research project is to

expand our theory of conceptual change processes common to three major subject

areas in science and to develop an accompanying set of effective instructional

strategies for teaching science.

Deepening Conceptual Understanding in Middle School Life Science, NSF, (4

years, $849,221) . 4/00-4/05.

STEMTEC Project (Science, Technology, Engineering, Mathematics, Teacher

Education Collaborative), contributing organizer and author; (M. Sternheim, A.

Feldman, et al, principal investigators); National Science Foundation (5 years,

approx. $5 Mil.), 1997-2002.

Learning with Distributed Instruction, NSF, Beverly Woolf, Dept. of Computer

Science, PI, J. Clement, et al., co-PI s, 2 years, $373,800, 1998-2001.

Contributions to planning and staffing a grant to Neil Stillings, Professor of

Psychology, School of Communications and Cognitive Science, Hampshire

College. Inquiry-based science learning: Cognitive measures and systems

support. NSF Learning & Intelligent Systems Program, $1.1 Mil. over three

years.

Fostering Conceptual Change in Science Learning, National Science Foundation,

Research on Teaching and Learning Program, $514,574, 3 years,

(Accomplishment Based Renewal Award) 9/95-9/99.

Faculty sponsor for Spencer Postdoctoral Fellowship Award to Janice Gobert,

$80,000, 1997.

Methods for Improving Teaching Strategies in Science, principal investigator.

National Science Foundation, (3 years, $544,493) 1992.

Strategies for Overcoming Misconceptions in Science, principal investigator.

National Science Foundation (4 years, $567,175, including funded extension),

1988.

An Investigation of Methods for Overcoming Misconceptions in Science,

principal investigator. National Science Foundation (3 years, $314,000), 1985.

A Program of Applied Research on Scientific Reasoning Processes, primary

author; (J. Lochhead, principal investigator); National Science Foundation (3

years, $382,000), 1980.

The Role of Preconceptions and Representational Transformations in

Understanding Science and Mathematics, primary author; (J. Lochhead, principal

investigator); National Science Foundation (2 years, $138,000), 1978.

Identifying Different Levels of Understanding in Physics Students, primary

author; (F. Byron, principal investigator); National Science Foundation (1 year,

$20,900), 1977.

Cataloguing Students' Conceptual Models in Physics, J. Lochhead, J. Clement,

and F. Byron; (F. Byron, principal investigator) National Science Foundation (1

year, $18,000), 1976.

Citations:

>2600 citations in Google Scholar

Publications: Books

Lochhead, J. and Clement, J. (Eds.) (1979). Cognitive process instruction.

Hillsdale, NJ: Lawrence Erlbaum Associates.

Camp, C., Clement, J., Brown, D., Gonzalez, K., Kudukey, J. Minstrell, J.,

Schultz, K., Steinberg, M., Veneman, V., and Zietsman, A. (2010). Second

Edition. Preconceptions in mechanics: Lessons dealing with conceptual

difficulties. College Park, MD: American Association of Physics Teachers.

Clement, J., (2008). Creative model construction in scientists and students: The

role of imagery, analogy, and mental simulation. Dordrecht: Springer. 630

pages. This monograph presents a theory of imagery based conceptual learning

and creativity in science that was developed from a data base of think aloud

protocols from experts and students.

Clement, John, and Rea-Ramirez, Mary Anne, Editors (2008). Model based

learning and instruction in science. Dordrecht: Springer. Edited collection of

chapters by our research team which describes new, model based teaching

methods in science instruction and presents research results on their

characteristics and effectiveness.

Books in Progress:

Ramirez, M., Nunez, M. and Clement, J. Energy and the human body, (a 350 p.

middle school biology curriculum).

Publications: Articles and Chapters:

Stephens, L. and Clement, J. (2012). The role of thought experiments in

science learning. To appear in K. Tobin, C. McRobbie, and B. Fraser,

International Handbook of Science Education, Vol. II. Dordrecht: Springer.

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 Classroom Teaching.

Hauppauge, New York: Nova Science Publishers.

Stephens, L. & Clement, J. (2010). Documenting the use of expert scientific

reasoning processes by high school physics students. Physical Review Special

Topics - Physics Education Research, 6(2): URL:

http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020122

Clement, J. (2009). Analogical reasoning via imagery: The role of

transformations and simulations. In B. Kokinov, K. Holyoak, and D. Gentner,

New frontiers in analogy research. Sofia: New Bulgarian University Press.

Clement, J. (2009). The role of imagistic simulation in scientific thought

experiments. TOPICS in Cognitive Science, 1: 686 710.

Rea-Ramirez, M., Nunez-Oviedo, M., and Clement, J. (2009). The role of

discrepant questioning leading to model element modification. Journal of Science

Teacher Education, 20(2), 95.

.

Clement, J. (2008). The role of explanatory models in teaching for conceptual

change. In S. Vosniadou (Ed.), International handbook of research on conceptual

change. Amsterdam, Routledge.

Clement, J. (2008). Six levels of organization for curriculum design and teaching.

In J. Clement & M. A. Rea-Ramirez (Eds.), Model based learning and instruction

in science (pp. 255-272). Dordrecht: Springer.

Clement, J. (2008). Student/teacher co-construction of visualizable models in

large group discussion. In J. Clement & M. A. Rea-Ramirez (Eds.), Model based

learning and instruction in science (pp. 11-22). Dordrecht: Springer.

Clement, J. & Steinberg, M. (2008). Case study of model evolution in electricity:

Learning from both observations and analogies. In J. Clement & M. A. Rea-

Ramirez (Eds.), Model based learning and instruction in science (pp. 103-116).

Dordrecht: Springer.

Else, M., Clement, J. & Rea-Ramirez, M. A. (2008). Using analogies in science

teaching and curriculum design: Some guidelines. In J. Clement & M. A. Rea-

Ramirez (Eds.), Model based learning and instruction in science (pp. 215-232).

Dordrecht: Springer.

Nunez-Oviedo, M. C. & Clement, J. (2008). A competition strategy and other

discussion modes for developing mental models in large group discussion. In J.

Clement & M. A. Rea-Ramirez (Eds.), Model based learning and instruction in

science (pp. 117-138). Dordrecht: Springer.

Nunez-Oviedo, M. C., Clement, J. & Rea-Ramirez, M. A. (2008). An

instructional model derived from model construction and criticism theory. In J.

Clement & M. A. Rea-Ramirez (Eds.), Model based learning and instruction in

science (pp. 23-44). Dordrecht: Springer.

Nunez-Oviedo, M. C., Clement, J. & Rea-Ramirez, M. A. (2008). Developing

complex mental models in biology through model evolution. In J. Clement & M.

A. Rea-Ramirez (Eds.), Model based learning and instruction in science (pp. 173-

194). Dordrecht: Springer.

Clement, J. (2006). Thought experiments and imagery in expert protocols. In L.

Magnani, ed., Model-based reasoning in science and engineering, London:

College Publications, 151-166.

Clement, J., Zietsman, A., and Monaghan, J. (2005). Imagery in science learning

in experts and students. In Gilbert, J., Visualization in science education (pp.

169-184). Dordrecht: Springer.

Clement, J. and Steinberg, M. (2002) Step-wise evolution of models of electric

circuits: A learning-aloud case study. Journal of the Learning Sciences 11(4),

389-452.

Steinberg, M. and Clement, J. (2001). Evolving mental models of electric

circuits. In Behrendt, H. et al. (eds.), Research in science education Past,

present, and Future, 235-240. Dordrecht: Kluwer.

Richard Yuretich, Samia Khan, Mark Leckie, and John Clement (2001). Active-

learning methods improve student performance and scientific interest in a large

introductory oceanography course. Journal of Geoscience Education, March,

2001.

Clement, J. (2000) Model based learning as a key research area for science

education. International Journal of Science Education 22(9), 1041-1053..

Monaghan, J. M. & Clement, J. (2000). Algorithms, visualization, and mental

models: High school students' interactions with a relative motion

simulation. Journal of Science Education and Technology, 9 (4), 311-325.

Clement, 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 (pp. 341-385). Hillsdale, NJ: Lawrence

Erlbaum.

Monaghan, J. M. & Clement, 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, J. & Clement, 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, J. (1998). Expert novice similarities and instruction using analogies.

International Journal of Science Education, 20(10), 1271-1286.

Zietsman, A. and Clement, J. (1997). The role of extreme case reasoning in

instruction for conceptual change. Journal of the Learning Sciences, 6(1), 61-89.

Clement, J. (1994). Use of physical intuition and imagistic simulation in expert

problem solving. D. Tirosh, (Ed.), Implicit and explicit knowledge. Norwood,

NJ: Ablex Publishing Corp., 204-244.

Schultz, K. and Clement, J. (1994). The use of class discussion and analogies in

teaching: Examples from one physics classroom. In C. Camp, et al.,

Preconceptions in mechanics: Lessons dealing with conceptual difficulties.

Dubuque, Iowa: Kendall Hunt.

Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal

with students' preconceptions in physics. Journal of Research in Science

Teaching, 30(10), 1241-1257.

Brown, D., & Clement, J. (1991). Classroom teaching experiments in mechanics.

In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning -

theoretical issues and empirical studies. San Diego, CA: San Diego State

University.

Clement, J. (1991). Non-formal reasoning in science: The use of analogies,

extreme cases, and physical intuition. In Voss, J., Perkins, D., & Segal, J. (Eds.),

Informal reasoning and education. Hillsdale, NJ: Lawrence Erlbaum Associates.

Clement, J. (1991). Constructivism in the classroom, review of Steffe and T.

Wood (Eds.), Transforming children's mathematics education, in Journal for

Research in Mathematics Education, 22(5), 422-428.

Steinberg, M. Brown, D. & Clement J. (1990). Genius is not immune to

persistent misconceptions: Conceptual difficulties impeding Isaac Newton and

contemporary physics students. International Journal of Science Education, 12,

265-273.

Murray, T., Schultz, K., Brown, D., and Clement, J. (1990). An analogy-based

computer tutor for remediating science misconceptions. Journal of Interactive

Learning Environments, 1(2).

Clement, J. (1989). Learning via model construction and criticism: Protocol

evidence on sources of creativity in science. Glover, J., Ronning, R., and

Reynolds, C. (Eds.), Handbook of creativity: Assessment, theory and research.

NY: Plenum, 341-381.

Clement, J., Brown, D., and Zietsman, A. (1989). Not all preconceptions are

misconceptions: Finding anchoring conceptions for grounding instruction on

students' intuitions. International Journal of Science Education, 11: 554-565.

Brown, D., and Clement, J. (1989). Overcoming misconceptions via analogical

reasoning: Factors influencing understanding in a teaching experiment.,

Instructional Science, 18: 237-261.

Clement, J. (1989). The concept of variation and misconceptions in Cartesian

graphing. Focus on Learning Problems in Mathematics, 11(2), 77-87.

Clement, J. and Konold, C., (1989). Fostering basic problem-solving skills in

mathematics. For the Learning of Mathematics, 9(3), pp. 26-30.

Clement, J. (1988). Observed methods for generating analogies in scientific

problem solving. Cognitive Science, 12: 563-586.

Clement, J. (1987). Generation of spontaneous analogies by students solving

science problems. Topping, D., Crowell, D., and Kobayashi, V. (Eds.), Thinking

across cultures. Hillsdale, NJ: Lawrence Erlbaum Associates, 303-308.

Clement, J. (1983). A conceptual model discussed by Galileo and used

intuitively by physics students. Gentner, D., and Stevens, A.L. (Eds.), Mental

models. Hillsdale, NJ: Lawrence Erlbaum Associates.

Clement, J. (1982). Students' preconceptions in introductory mechanics. The

American Journal of Physics, 50(1), 66-71.

Soloway, E., Lochhead, J., and Clement, J. (1982). Does computer programming

enhance problem solving ability? Some positive evidence on algebra word

problems. Seidel, R.J., Anderson, R.E., and Hunter, B. (Eds.), Computer

literacy: Issues and directions for 1985. New York: Academic Press.

Clement, J. (1982). Algebra word problem solutions: Thought processes

underlying a common misconception. Journal for Research in Mathematics

Education, 13(1), 16-30.

Clement, J., Lochhead, J., and Monk, G. (1981). Translation difficulties in

learning mathematics. American Mathematical Monthly, 88(4), 286-290.

Clement, J. (1981). Cognitive microanalysis: an approach to analyzing intuitive

mathematical reasoning processes. In Wagner, S., & Geeslin, W. (Eds.),

Modeling Mathematical Cognitive Development, ERIC Clearinghouse for

Science, Mathematics, and Environmental Education, Ohio State University.

Clement, J., Narode, R., and Rosnick, P. (1981). Intuitive misconceptions in

algebra as a source of math anxiety, Focus on Learning Problems in

Mathematics, 3(4), 36-45.

Clement, J. (1981). Solving Problems with formulas: Some limitations.

Engineering Education, 72(2), 158-162.

Fredette, N, and Clement, J. (1981). Students' misconceptions of an electric

circuit: What do they mean? Journal of College Science Teaching, 10(5), 280-

285.

Clement, J. (1981). Students' preconceptions in physics and Galileo's discussion

of falling bodies. Problem Solving, 3(1), 3-5.

Rosnick, P., and Clement, J. (1980). Learning without understanding: The effect

of tutoring strategies on algebra misconceptions. Journal of Mathematical

Behavior, 3(1), 3-27.

Clement, J. (1979). Introduction to research in cognitive process instruction.

Lochhead, J. and Clement, J. (Eds.), Cognitive process instruction. Hillsdale, NJ:

Lawrence Erlbaum Associates.

Clement, J. (1979). Mapping a student's causal conceptions from a problem

solving protocol. Lochhead, J. and Clement, J. (Eds.), Cognitive process

instruction, Hillsdale, NJ: Lawrence Erlbaum Associates.

Clement, J. (1979). Patterns in Joey's comments on arithmetic problems. Journal

of Mathematical Behavior, 2(2), 55-68.

Papers in Conference Proceedings:

Williams, E.G. & Clement, J. (2011). Multiple levels of discussion-based

teaching strategies for supporting students construction of mental models.

Proceedings of the NARST Annual Meeting, Orlando, April, 2011.

Price, N. and Clement, J. (2011). Comparative case studies of discussion

strategies used in dynamic computer simulation vs. static image-based sessions.

Proceedings of the 2011 Annual Meeting of the National Association for

Research in Science Teaching (NARST), Orlando, FL.

Leibovitch, A., Stephens, L., Price, N., and Clement, J. (2011). Discussion-

based strategies for use of simulations and animations in middle and high school

science classrooms. Proceedings of the 2011 Annual Meeting of the National

Association for Research in Science Teaching (NARST), Orlando, FL.

Williams, E.G. and Clement, J. (2010). Supporting students construction of

mental models for electric circuits: An investigation of teacher moves used in

whole class discussions. Proceedings of the NARST Annual Meeting

Philadelphia, PA, March, 2010.

Stephens, L., Vasu, I., & Clement, J. (2010). Small group vs. whole class use of

interactive computer simulations: Comparative case studies of matched high

school physics classes. Proceedings of the 2010 Annual Meeting of the National

Association for Research in Science Teaching, Philadelphia, PA.

Stephens, L. & Clement, J. (2009). Extreme case reasoning and model based

learning in experts and students. Proceedings of the 2009 Annual Meeting of the

National Association for Research in Science Teaching, Anaheim, CA.

Williams, E.G. and Clement, J. (2009). Model co-construction in high school

physics: A case study of teachers intended instructional pathways and recovery

routes. Proceedings of the NARST Annual Meeting Garden Grove, CA, April,

2009.

Stephens, L. & Clement, J. (2008). Anchoring student reasoning in prior

knowledge: Characteristics of anchoring cases in a curriculum. Proceedings of the

2008 Annual Meeting of the National Association for Research in Science

Teaching, Baltimore, MD.

Clement, J. (2008). Six strategy levels for model based teaching. Proceedings of

the NARST Annual Meeting Baltimore, MD, April, 2008

Williams, E.G. & Clement, J. (2008). Co-constructing explanatory mental

models in high school physics: Comparing ratios of teacher/ student participation.

Proceedings of the NARST Annual Meeting Baltimore, MD.

Williams, E. G. and Clement, J. (2008). A comparative case study of two castle

teachers: fostering students construction of explanatory mental models for

electric circuits - An invited paper presentation at the AAPT Winter Meeting,

Baltimore, Maryland.

Clement, J. (2007). Multiple time scale levels of organization for model-based

teaching strategies. Proceedings of the NARST Annual Meeting New Orleans,

LA, April, 2007.

Williams, E.G. & Clement, J. (2007). Identifying model-based teaching

strategies: A case study of two high school physics teachers. Proceedings of the

NARST Annual Meeting New Orleans, LA, April, 2007.

Stephens, L. & Clement, J. (2006). Depictive gestures as evidence for dynamic

mental imagery in four types of student reasoning. Proceedings of the Physics

Education Research Conference, Syracuse, New York, July 26-27, 2006.

Williams, G. and Clement, J. (2006) Model-based teaching of electricity:

improving student reasoning and confidence. American Association of Physics

Teachers Annual Conference, Syracuse University, Syracuse, New York, July 22-

26, 2006.

Stephens, L. & Clement, J. (2006). Designing classroom thought experiments:

what we can learn from imagery indicators and expert protocols. Proceedings of

the NARST 2006 Annual Meeting, San Francisco, CA.

Stephens, L. & Clement, J. (2006). Using expert heuristics for the design of

imagery-rich mental simulations for the science class. Proceedings of the NARST

2006 Annual Meeting, San Francisco, CA.

Clement, J. (2006). Strategies for imagery use in expert protocols. Proceedings of

the NARST 2006 Annual Meeting, San Francisco, CA.

Ramirez, M., Nunez-Oviedo, M, Clement, J., and Gibson, H. (2004). Model

based reasoning among inner city middle school students. Proceedings of the

National Association for Research in Science Teaching.

Clement J. (2004). Imagistic processes in analogical reasoning: Conserving

transformations and dual simulations. In Forbus, K., Gentner, D. and Regier, T.,

Editors, Proceedings of the Twenty-Sixth Annual Conference of the Cognitive

Science Society, 26, 233-238. Mahwah, NJ: Erlbaum.

Clement J. (2003). Imagistic simulation in scientific model construction. In R.

Alterman and D. Kirsh, Editors, Proceedings of the Twenty-Fifth Annual

Conference of the Cognitive Science Society, 25, 258-263. Mahwah, NJ:

Erlbaum.

Else, M., Clement, J. and Ramirez, M. (2003). Should different types of analogies

be treated differently in instruction? Observations from a middle-school life

science curriculum. Proceedings of the National Association for Research in

Science Teaching, Philadelphia.

Clement 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, J. (2002). Managing student/teacher co- construction of visualizable

models in large group discussion. Proceedings of the AETS 2002 Conference.

Else, M., Ramirez, M., and Clement, J. (2002). When are analogies the right

tool? A look at the strategic use of analogies in teaching cellular respiration to

middle-school students. Proceedings of the AETS 2002 Conference.

Nunez, M., Ramirez, M., Clement, J., Else, M. (2002). Teacher-student co-

construction in middle school life science. Proceedings of the AETS 2002

Conference.

Clement, J. and Ramirez, M. (1998). The role of dissonance in conceptual change,

Proceedings of National Association for Research in Science Teaching.

Rea-Ramirez, M. and Clement, J. (1998). In search of dissonance: the evolution

of dissonance in conceptual change theory, Proceedings of National Association

for Research in Science Teaching.

Ramirez, M. and Clement, J. (1997) Teaching for understanding, part I: Concepts

of conceptual change and dissonance. In Proceedings of the International

Conference From Misconceptions to Constructed Understanding . Cornell

University.

Monaghan, J. & Clement, J. (June 1997) Conceptual Change in working physics

classrooms. In Proceedings of the International Conference on From

Misconceptions to Constructed Understanding . Cornell University.

Clement, J. and Ramirez, M. (1997) Teaching for understanding, part II:

Graphical representations of dissonance and conceptual change. In proceedings of

The International Conference on From Misconceptions to Constructed

Understanding, Cornell University.

Ramirez, M. and Clement, J. (1997) Conceptual models of human respiration and

misconceptions that present possible impediments to students understanding. In

Proceedings of the International Conference on From Misconceptions to

Constructed Understanding . Cornell University.

Rea-Ramirez, M. A., & Clement, 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, M. and Clement, J. (1997) Constructive model Evolution in the study

of electric circuits. In Proceedings of the international Conference From

Misconceptions to Constructed Understanding . Cornell University.

Monaghan, J. & Clement, J. (1996) Collaborative problem solving with relativity

simulations. In Educational Multimedia and Hypermedia 1996: Proceedings of

ED_MEDIA 96. Charlottesville, VA: Association for the Advancement of

Computing in Education.

Monaghan, J. & Clement, J. (1995). Use of collaborative computer simulation

activities to facilitate relative motion learning. In Computer Support for

Collaborative Learning 95, Bloomington, IN, Indiana University.

Clement, J. (1994). Imagistic simulation and physical intuition in expert problem

solving. In Ram, A. and Eiselt, K. (Eds.) The Sixteenth Annual Meeting of the

Cognitive Science Society, (pp. 201-206) Lawrence Erlbaum, Hillsdale, NJ.

Monaghan, J. and Clement J. (1994). Use of a computer simulation to assist

students in learning relative motion concepts. Proceedings of the Third

International Seminar on Misconceptions and Educational Strategies in Science

and Mathematics. Ithaca, NY: Cornell University.

Zietsman, A. and Clement, J. (1994). Combining qualitative and quantitative

research methods in tutoring experiments. Proceedings of the Third International

Seminar on Misconceptions and Educational Strategies in Science and

Mathematics. Ithaca, NY: Cornell University.

Clement, J. (1993). Model construction and criticism cycles in expert reasoning.

In the Proceedings of the Fifteenth Annual Conference of the Cognitive Science

Society. Hillsdale, NJ: Lawrence Erlbaum.

Clement, J., with the assistance of Brown, D., Camp, C., Kudukey, J., Minstrell,

J., Palmer, D., Schultz, K., Shimabukuro, J., Steinberg, M., and Veneman, V.

(1987). Overcoming students' misconceptions in physics: The role of anchoring

intuitions and analogical validity. Novak, J. (Ed.), Proceedings of the 2nd

International Seminar on Misconceptions and Educational Strategies in Science

and Mathematics, Cornell University.

Schultz, K., Murray, T., Clement, J., and Brown, D. (1987). Overcoming

misconceptions with a computer-based tutor. Novak, J. (Ed.), Proceedings of the

2nd International Seminar on Misconceptions and Educational Strategies in

Science and Mathematics, Cornell University.

Clement, J. (1986). Methods used to evaluate the validity of hypothesized

analogies. Proceedings of the Ninth Annual Meeting of the Cognitive Science

Society. Hillsdale, NJ: Lawrence Erlbaum Associates.

Clement, J. (1986). Dealing with conceptual difficulties in mechanics: The use

of analogies. Proceedings of the International Conference on Trends in Physics

Education, Tokyo, Japan.

Clement, J. (1985). Misconceptions in graphing. Proceedings of the Ninth

International Conference for the Psychology of Mathematics Education, The

Netherlands.

Clement, J. (1984). Basic problem solving skills as prerequisites for advanced

problem solving skills in mathematics and science. Proceedings of the Sixth

Annual Meeting, International Group for the Psychology of Mathematics

Education, North American Chapter. ERIC RIE #253-433.

Clement, J. (1983). Use of analogies and spatial transformations by experts in

solving mathematics problems. Proceedings of the Fifth Annual Meeting of the

International Group for the Psychology of Mathematics Education, North

American Chapter, Montreal. ERIC RIE #ED-225-809.

Clement, J. (1982). Analogical reasoning patterns in expert problem solving.

Proceedings of the Fourth Annual Meeting of the Cognitive Science Society, Ann

Arbor.

Clement, J. (1981). Analogy generation in scientific problem solving.

Proceedings of the Third Annual Meeting of the Cognitive Science Society,

Berkeley, CA. ERIC RIE #SE-048-920.

Clement, J., Lochhead, J. and Soloway, E. (1980). Positive effects of computer

programming on students' understanding of variables and equations. Proceedings

of the Association for Computing Machinery National Conference, Nashville, TN.

Current Research Interests:

The role of imagery and nondeductive reasoning processes such as the use of

physical intuition, analogies, and mental simulation in the learning processes of

students and experts, including historical experts.

Design of curricula which promote student interest, thinking skills, and

conceptual understanding, including the use of cooperative learning techniques

and innovative technologies.

Analysis of domain-specific knowledge structures, including different

representations and intuitions contributing to conceptual understanding, as well as

persistent preconceptions and other critical barriers to learning.

TEACHING EXPERIENCE:

University of Massachusetts:

Courses

Ed 667 Theories of Discovery and Learning in Science and Education

(psychology of learning in science course for secondary teacher preparation

students and others.)

Ed 738 Survey of Research in Mathematics, Science, and Technology Education.

Ed 794c Clinical Methods for Studying Knowledge, Reasoning, and Learning

Ed 838 Seminar in Science Education: Inquiry

Ed 897b Research Topics in Science and Mathematics Education

Previous Course Teaching

Ed 697x Theories of Reasoning and Problem Solving in Mathematics and Science

Education

Psychology 791A/Education 791X. The Psychology of Reasoning and Learning

in Physics.

Mathematics 011L (algebra for students who have difficulty in mathematics,

emphasizing cooperative learning, problem solving skills, and conceptual

understanding).

Psychology 690V The Psychology of Mathematics Instruction.

NSM 297L, Laboratory in Basic Mathematics (designed laboratory course for

students who have difficulty in mathematics, emphasizing use of visual models,

algebraic symbolization, and functions as tools for prediction).

Summer training program for teaching assistants preparing to teach remedial-level

mathematics, each summer 1983-1988.

Psychology 591B, graduate-undergraduate seminar, Theories of Problem Solving.

Education 632, co-taught graduate course, Introduction to Piaget for Educators.

Designed and taught an experimental Laboratory for Physics 190 (preparation for

mechanics). Designed eight laboratories on misconceptions in dynamics and on

the concept of function.

Wellesley, Massachusetts:

Organizer of a multi-year faculty/advanced graduate student seminar on Model

Construction in Science involving psychology, education, and philosophy faculty

from: U. Massachusetts, Boston; MIT; TERC; and Clark U. (Susan Carey,

Marianne Wiser, Carol Smith, Janice Gobert, and others.)

Graduate and Post-Doctoral Supervision:

Supervision of eight long term research assistantships in conjunction with

completed doctoral theses in science education. Seven of these students have

gone on to become college faculty members, e.g. at the U. of Ill., Urbana and the

U. of British Columbia, Vancouver; three were also post doctoral research

associates under my supervision. Supervision of one additional post doctoral

research associate and sponsor for her Spencer Fellowship Award. Numerous

doctoral comprehensive examination and thesis committees in education.

Curriculum Development:

Evaluations of classroom trials of our Energy in the Human Body curriculum for

7-8th grade found significant pre-post gains on tests of conceptual understanding

in four different schools including an urban school in Holyoke where state testing

scores have been the second lowest in the state. Revisions have yielded a 350

page color manual and a DVD based version of the curriculum.

Monaghan, J., and Clement, J., Lessons on relative motion. Technical report, U.

of Massachusetts, Amherst, 1996.

Preconceptions in Mechanics: Lessons for Overcoming Conceptual Difficulties,

Camp, C., Clement, J., Schultz, K., Brown, D., Kudukey, J., Minstrell, J.,

Steinberg, M., Veneman, V., & Zietsman, A. Dubuque: Kendall Hunt, 1994,

2010.

Twelve Mathematics Laboratory Units- Visualizing and Predicting:

Measurement, Proportions, and Functions, University of Massachusetts, 1986.

Seven Laboratories for Introductory Physics: Qualitative Physics and the Concept

of Function, University of Massachusetts, 1978.

Inductive Reasoning Skills at the Elementary Level, School District of

Philadelphia, 1974.

Cognitive Games for the Elementary Classroom, School District of Philadelphia,

1972.

"Smogtown" Computer Simulation Game (Grades 4-8), School District of

Philadelphia, 1972.

Professional Organizations:

American Educational Research Association

Cognitive Science Society

National Association for Research in Science Teaching

Community Service:

Companion in Big Brother Program, 1981 - 2000.

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