University of Massachusetts

Publications and Conference Papers:

John J. Clement

Selected Papers:

Clement, J. and Williams, E. G. (2013).  Parallel roles for nonformal reasoning in expert scientific model construction and classroom discussions in science. Proceedings of the 2013 Annual Meeting of the  National Association for Research in Science Teaching.
Adobe PDF - 1.8MB

Stephens, L. and Clement, J. (2012). The role of thought experiments in science learning. To appear in K. Tobin, C. Mcrobbie, and B. Fraser (Eds.), International Handbook of Science Education, Vol. II. Dordrecht: Springer.
Adobe PDF - 272K

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. 
Adobe PDF - 353K

Clement, J. (2009). The role of imagistic simulation in scientific thought experiments. TOPICS in Cognitive Science, 1: 686-710 (a new journal of the Cognitive Science Society).
Adobe PDF - 6.9MB

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 Learning, San Diego, CA.
Adobe PDF - 896K

Stephens, L., Clement, J. (2008). Anchoring student reasoning in prior knowledge: characteristics of anchoring cases in a curriculum. Proceedings of the NARST 2008 Annual Meeting.
Adobe PDF - 614.02K

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.
Adobe PDF - 1.3 MB

Stephens, L., Clement, J. (2007). Analyzing the use of teaching strategies in a model based curriculum: promoting expert reasoning and imagery enhancement in high school students. Proceedings of the NARST 2007 Annual Meeting (New Orleans, LA).
Adobe PDF - 559.33K

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.
Adobe PDF - 328K

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.
Adobe PDF - 200K

Clement, J. (2006). Thought experiments and imagery in expert protocols. In L. Magnani, ed., Model-based reasoning in science and engineering, (pp.1-16). London: King's College Publications.
PDF - 230K

Clement, John (2004). Imagistic processes in analogical reasoning: Conserving transformations and dual simulations. Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
PDF File - 600K

Clement, J. (2003). Imagistic simulation in scientific
model construction. Proceedings of the Twenty-Fifth
Annual Conference of the Cognitive Science Society, 25.

Mahwah, NJ: Erlbaum.
PDF File - 175K

Núñez-Oviedo, M. C., & Clement, J. (2003). Model
competition: a strategy based on model based teaching
and learning theory.
Paper presented at the National
Association for Research in Science Teaching Conference,
Philadelphia, PA.
PDF File - 420K


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.
PDF File - 104K

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.
PDF File - 686K

Clement, 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. 2002.
PDF File - 136K

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, 2002.
Microsoft Word file - 50K PDF- 80K

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.
PDF File - 2.2MB

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,
(pp. 235-240). Dordrecht: Kluwer.
PDF File - 300K


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.
PDF file - 700k

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

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
. Hillsdale, NJ: Lawrence Erlbaum.
Microsoft Word File - 200K

Clement, 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, 4/00.

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

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

Samia Khan and John Clement, (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, 3/99.

Steinberg, M. and Clement, J. (1999). Evolving mental models of
electric circuits
, European Educational Research
Association, Kiel, 8/99.

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.
PDF - 220K

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.
PDF - 900K


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.

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.
PDF - 1.1M

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). Use of physical intuition and
imagistic simulation in expert problem solving
. Tirosh,
D. (Eds.), Implicit and explicit knowledge. Norwood, NJ:
Ablex Publishing Corp.
PDF - 1M

Clement, J. (1994). Imagistic simulation and physical
intuition in expert problem solving. In The Sixteenth
Annual Meeting of the Cognitive Science Society
, Lawrence
Erlbaum, Hillsdale, NJ.
PDF - 560K

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). Using bridging analogies and
anchoring intuitions to deal with students' preconceptions
in physics. Journal of Research in Science Teaching,
30(10), 1241-1257.
PDF - 940K


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.
PDF - 400K

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.

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.
PDF - 716K


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).
PDF - 660K

Steinberg, M. S., and Clement, J. (1990). Genius is not
immune to misconceptions: conceptual difficulties
impending Isaac Newton and contemporary physics
students. International Journal of Science Education,
12: 265-273.
PDF - 600K

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.
PDF - 1.1M

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.
PDF - 750K

Brown, D., and Clement, J. (1989). Overcoming
misconceptions via analogical reasoning: factors
influencing understanding in a teaching experiment.,
Instructional Science, 18: 237-261.
PDF - 950K

Clement, J. (1989). The concept of variation and
misconceptions in Cartesian graphing. Focus on Learning
Problems in Mathematics
, 11(2), 77-87.
PDF File - 550K

Clement, J. and Konold, C., (1989). Fostering basic
problem-solving skills in mathematics. For the Learning
of Mathematics
, 9(3), pp. 26-30.
PDF - 400K

Clement, J. (1988). Observed methods for generating
analogies in scientific problem solving. Cognitive
Science
, 12: 563-586.
PDF - 1.1M

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.
PDF - 300K

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.
PDF - 600K

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.
PDF - 304K

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). 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. (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.
PDF - 360K

Clement, J. (1982). Students' preconceptions in
introductory mechanics. The American Journal of Physics,
50(1), 66-71.
PDF - 400K

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.
PDF - 1.4M

Clement, J. (1982). Analogical reasoning patterns in
expert problem solving. Proceedings of the Fourth Annual
Meeting of the Cognitive Science Society
, Ann Arbor.
PDF - 360K

Clement, J., Lochhead, J., and Monk, G. (1981).
Translation difficulties in learning mathematics.
American Mathematical Monthly, 88(4), 286-290.
PDF - 1.2M

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.
PDF - 1.3M

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.
PDF - 312K

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.

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.
PDF - 224K

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.
PDF - 2.7M

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.
PDF - 204K

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.
PDF - 1.6M

Clement, J. (1979). Patterns in Joey's comments on
arithmetic problems. Journal of Mathematical Behavior,
2(2), 55-68.






last updated: Thu Jun 21 08:48:19 2001