Curriculum Vitae

JOHN J. CLEMENT Address: School of Education, Furcolo Hall, University of Massachusetts, Amherst, MA

01003. 413-545-0133. Scientific Reasoning Research Institute, U. of Massachusetts. 413-545-5864. Home: 296 N. Silver Lane, Sunderland, MA, 01375 413-665-4480, clement@educ.umass.edu, .

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.

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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. This award (one per year) is the highest recognition NARST can bestow for contributions to science education through exemplary research.

Accomplishment Based Renewal Grant Award, National Science Foundation

(rarely issued 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.

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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

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

Invited Papers and Presentations:

Clement, J., Roles for thought experiments in model based learning, National Meeting of the American Association of Physics Teachers, Syracuse, July, 2006.

Clement, J., Analyzing the use of thought experiments and mental simulation in science, invited presentation, Psychology Dept., U. of Bath, UK. 11/5/03

Clement, J., Analogical transfer of imagery in scientists and students, invited presentation, Psychology Dept., Bowling Green U. 10/13/03

Clement, J., and Núñez Oviedo, M. (2003). Abduction and analogy in scientific model construction. Paper presented at the National Association for Research in Science Teaching Conference, Philadelphia.

Clement, J. (2003). Transfer of runnability from analogies to explanatory models in science. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, 4/03.

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Clement, J. (Nov. 2001) Representations of model evolution during instruction for conceptual change. Presented at the 6th International History, Philosophy and Science Teaching Conference, Denver, Colorado.

Clement, J., Levels of causal knowledge: The role of schema-driven imagistic simulation. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, 4/01.

Clement, J., Levels of causal knowledge in solving explanation problems in science. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, 4/00.

Clement, J. and Khan, S., 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, 3/99.

Rea-Ramirez, M. and Clement, J., 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, 3/99.

Samia Khan and John Clement, 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, 3/99.

Steinberg, M. and Clement, J. Evolving mental models of electric circuits, European Educational Research Association, Kiel, 8/99.

Clement, J., Fostering conceptual change in student learning, Invited presentation to the leadership of the Directorate of Education and Human Resources, National Science Foundation, for their policy planning review, November, 1997. Invited presentation in conjunction with a presentation by philosopher of science Ronald Giere, Construction of imageable models in experts and students. National Meeting of the American Association of Physics Teachers, Phoenix, 1997. Invited plenary address, Analogical reasoning in science instruction, Chinese Association of Physics Teachers annual conference, Department of Physics, Taiwan Normal University, 1996. Invited presentation, Dealing with students' preconceptions. Department of Science Education, Changhua University in Taiwan, 1996

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Invited presentation, A comparison of model-based learning strategies in experts and students. Workshop on Conceptual Change, Department of Psychology, Northwestern University, 1995. Invited plenary address, Model construction in science and science teaching. Third International History, Philosophy and Science Teaching Conference, Minneapolis, Minn., 1995. Invited presentation, Protocol evidence on analogy and model construction processes in science. Sixteenth Annual Meeting of the Cognitive Science Society, Atlanta, GA, 1994. Invited paper, Protocol evidence for model construction and criticism cycles in expert reasoning and implications for science instruction. Presented at the Conference on History and Philosophy of Science in Science Teaching, Kingston, Ontario, 1992.

Invited address in conjunction with an address by the science historian Richard

Westfall. Parallels between Newton's conceptual difficulties prior to writing the Principia and those of physics students. American Association of Physics Teachers, January, 1990.

Invited presentation, Misconceptions in mechanics and an attempt to remediate

them: The use of analogies and anchoring intuitions. Annual Meeting of the American Educational Research Association, Washington, DC., March, 1987.

Two invited seminar presentations, Analogy generation processes, and

Analogical reasoning in experts and novices. Educational Psychology Department, University of Tokyo, August, 1986.

Invited address, Dealing with students' conceptual difficulties in mechanics.

American Association of Physics Teachers, June, 1986. Invited address, Overcoming students' misconceptions in mechanics. Pacific

Northwest Association of College Physics Teachers, Tacoma, WA, April, 1986. Invited presentation, Students' preconceptions in physics: Implications for

pedagogy. Annual Meeting of the American Association for the Advancement of Science, New York, May, 1985.

Invited presentation, Cognitive studies in physics. Symposium for High School

Physics Teachers, University of Massachusetts, Amherst, MA, April, 1985. Invited seminar, Clinical studies of students' difficulties in using Cartesian graphs.

Technical Education Resource Center, Cambridge, MA, April, 1985.

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Invited address and paper, Some types of knowledge used in physics. International Seminar on Physics Education, Caracas, Venezuela, September, 1983. ERIC RIE #ED-291 568.

Invited presentation, Analogy generation in solving physics problems. American

Association of Physics Teachers, New York, NY, January, 1983.

Invited paper, Students' preconceptions in introductory mechanics. Joint meeting of the American Association of Physics Teachers and the American Physical Society, 1980. Invited paper, Cognitive microanalysis: An approach to analyzing intuitive mathematical reasoning processes. Modeling Mathematical Cognitive Development Conference, University of Georgia, May, 1979.

Invited seminar, Clinical interviewing methodology for research on physics conceptions. NSF Project Directors Meeting, Washington, D.C., February, 1979.

Invited presentation, Studies of word problem solving, workshop on children's

mathematical cognition. Learning, Research, and Development Center, University of Pittsburgh, September, 1978.

Invited seminar, Cognitive structures involved in solving word problems,

cognition and education seminar. Learning, Research, and Development Center, University of Pittsburgh, February, 1978.

Presented Papers:

Clement, J. (2011). Transfer of runnability in learning via analogy. Presented at the Annual Meeting of the American Educational Research Association, New Orleans. Clement, J. (2009). Roles for analogies in model-based conceptual change. Abstract in Niels Taatgen and Hedderik van Rijn, editors, Proceedings of the Annual Conference of the Cognitive Science Society, 31, p. 44. Clement, J. (2009). Imagistic simulation in scientific theory construction; Transfer of runnability from specific cases to explanatory models. Abstract in Niels Taatgen and Hedderik van Rijn, editors, Proceedings of the Annual Conference of the Cognitive Science Society, 31, p. 2088. Clement, J. (2009). Use of imagistic simulation in scientific thought experiments generated by expert subjects. Presented at the Meetings of the International History and Philosophy of Science Teaching Conference, Notre Dame, Indiana. Clement, J. and Stevens, L. (2009). Use of thought experiments by experts and

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science students. Presented at AERA, San Diego. Clement, J. (2009). Teaching for conceptual change via explanatory models. Presented at AERA, San Diego.

Clement, J. (2009) Model construction in scientists. Presented at NARST, Anaheim, CA. 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. Paper presented at the AAPT Winter Meeting, Baltimore, MD, January, 2008

Williams, E.G. & Clement, J. (2007). Pursuing shared goals through differing strategies: Comparing the model-based teaching moves of two high school physics teachers. Paper presented at the AERA Annual Meeting – Chicago, IL, April, 2007.

Stephens, L. & Clement, J. (2006). Dynamic imagery during model construction in classroom discussions. American Association of Physics Teachers Annual Conference, Syracuse University, Syracuse, New York, July 22-26, 2006.

Williams, G. and Clement, J. (2006) Strategy levels for guiding discussion to promote explanatory model construction in circuit electricity. American Association of Physics Teachers Annual Conference, Syracuse University, Syracuse, New York, July 22-26, 2006.

Clement, J. & Núñez-Oviedo, M. C. (2003). Abduction and analogy in scientific model construction. Paper presented at NARST National Meeting. Philadelphia, PA.

Núñez-Oviedo, M.C. & Clement, J. (2003). Model competition: A strategy based on model based teaching and learning theory. Paper presented at NARST National Meeting. Philadelphia, PA.

Núñez-Oviedo, M.C. & Clement, J. (2003). Model Evolution: A Strategy Based on Model Based Teaching and Learning Theory. Paper presented at AERA. Chicago, IL.

Else, M.J., and Clement, J. (2003). Should different types of analogies be treated differently in instruction? Observations from a middle-school life science curriculum. Paper presented at NARST National Meeting. Philadelphia, PA.

Nunez, M., Clement, J., and Rea-Ramirez, M. (2002). An instructional model derived from model construction and criticism theory. Presented at the National Assn. of Research in Science Teaching.

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Samia Khan, Neil Stillings, John Clement, Loel Tronsky (2002). The Impact of an Instructional Strategy Using Computer Simulations on Inquiry Skills in Chemistry. Presented at the National Assn. of Research in Science Teaching.

Neil Stillings, Samia Khan & John Clement (2002). Guiding hypothesis construction and evaluation in college chemistry. Presented at the National Assn. of Research in Science Teaching.

Rea-Ramirez, M.A., Nunez, M., Clement, J. (Jan, 2000). Building on student and teacher constructed analogies to develop deep conceptual understanding of complex biological topics. Paper presented at AETS, Costa Mesa, CA.

Rea-Ramirez, M. and Clement, J., Mapping student constructed analogies, paper presented at the Annual Meeting of the American Educational Research Association, Montreal, 4/99.

Khan, Samia, and John Clement, Strategies designed to improve confidence in female chemistry students. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, 4/99.

Clement, J., Toward general principles of science instruction: Analogical learning processes common to physics and biology. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, 4/99.

Clement, J., Rea-Ramirez, M., and Steinberg, M., Representations facilitating the design of teaching strategies for conceptual change. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, 4/99.

Clement, J. and Ramirez, M., Diagramming systems for representing theories of conceptual change, American Educational Research Association, San Diego, April, 1998.

Mary Anne Rea-Ramirez and John Clement, A cross-age investigation into the alternative conceptions of students about respiration and smoking, American Educational Research Association, San Diego, April, 1998. Learning mechanics as a set of runnable mental models. Symposium on Construction of Dynamic Mental Models in Science Learning, American Educational Research Association, NYC, 1996. Analysis of clinical interviews. NSF Workshop on Science Education Research Methodologies, Santa Fe, 1995. Clement, J. Physical intuition and imagistic simulation in experts and students. American Educational Research Association, April 4, 1994.

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Clement, J. Scientific learning in experts: Explanatory model construction vs. induction from observations. American Educational Research Association, April 12, 1993.

Murray, T., Brown, D., Clement, J., and Schultz, K. Remediating physics

misconceptions using an analogy-based computer tutor. American Association of Physics Teachers, Bozeman, MT, June, 1987. ERIC RIE #ED-287-671.

Schultz, K., Clement, J., and Mokros, J. Adolescents' graphing skills: A

descriptive analysis. American Educational Research Association, 1986. ERIC RIE #ED-264-127.

Clement, J. A method experts use to evaluate the validity of models used as

problem representations in science and mathematics. Annual Meeting of the American Educational Research Association, Chicago, April, 1985. ERIC RIE #ED-286-744.

Clement, J. Non-formal reasoning in experts' solutions to mathematics problems.

American Educational Research Association, New Orleans, April, 1984. ERIC RIE #ED-287-724.

Clement, J. Spontaneous analogies in problem solving: The progressive

construction of mental models. American Educational Research Association, New York, March, 1982. ERIC RIE #SE-048-694.

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.

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 contributing to conceptual understanding, as well as persistent preconceptions and other critical barriers to learning.

TEACHING EXPERIENCE: University of Massachusetts:

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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:

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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.

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SERVICE

National Committees: National Association for Research in Science Teaching: Distinguished

Contribution to Science Education through Research Award Selection Committee, 2008-2011.

National Panel on Describing New Methodologies in Science and Mathematics

Education Research, Program on Research in Teaching and Learning, National Science Foundation, 1994 to 1999.

Review board for National Scope and Sequence Project, National Science

Teachers Association, 1992-1993. Committee Reporting to the National Science Board Commission on Pre-college

Education in Mathematics, Science and Technology, University of Pittsburgh, 1982.

Service on Campus

Coordinator, Mathematics and Science Education Doctoral Program of Study, Spring, 2001-2002, 2004-2006. Chair, TECS Academic Matters Committee, Spring, 2005 Member, TECS Academic Matters Committee, 2005-2008 Member, Administration and Planning Committee, Scientific Reasoning Research Institute (SRRI) , 1995-present. Member, School Academic Matters Committee, 2001-2003. Member, TECS Academic Matters Committee, 2001-2002 Member, Standing committee of PI's and evaluators guiding STEMTEC NSF project. On campus

School Sponsored Community Service

Member, Grand Jury Panel, Spring 2010

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Journal and Proposal Reviewing:

Frequent proposal reviews for NSF Education Directorate

Editorial board, The Journal of the Learning Sciences, 1999-2003.

Frequent reviewer for many other journals in cognitive science and science education, such as: Journal of the Learning Sciences; Cognitive Science; International Journal of Science Education; Journal of Research in Science Teaching, Educational Psychology, TOPICS in Cognitive Science, etc. Frequent reviewer for AERA proposals.

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.