John J. Clement focuses on Mathematics education, Science education, Analogy, Educational research and Process. When carried out as part of a general Mathematics education research project, his work on Word problem is frequently linked to work in Algebraic equation and Test data, therefore connecting diverse disciplines of study. Much of his study explores Science education relationship to Concept learning.
His Analogy research incorporates themes from Mechanism, Conceptual change and Protocol analysis. He works mostly in the field of Educational research, limiting it down to concerns involving Teaching method and, occasionally, Curriculum, Teacher education, Educational psychology and Transfer of learning. His research in Epistemology intersects with topics in Task and Anchoring.
His scientific interests lie mostly in Mathematics education, Science education, Conceptual change, Cognitive science and Analogy. His work on Concept learning, Teaching method and Educational research as part of general Mathematics education study is frequently linked to Class, therefore connecting diverse disciplines of science. In his articles, he combines various disciplines, including Concept learning and Engineering education.
His research on Science education frequently connects to adjacent areas such as Logical reasoning. His biological study spans a wide range of topics, including Explanatory model and Cognitive dissonance. His research in Cognitive science focuses on subjects like Thought experiment, which are connected to Social psychology.
The scientist’s investigation covers issues in Mathematics education, Cognitive science, Conceptual change, Class and Pedagogy. In his study, which falls under the umbrella issue of Mathematics education, Concept learning and Dialogical self is strongly linked to Set. The study incorporates disciplines such as Thought experiment, Analogical reasoning, Plausible reasoning and Knowledge management in addition to Cognitive science.
His research investigates the link between Conceptual change and topics such as Explanatory model that cross with problems in Social learning theory and Curriculum development. His study on Curriculum and Student teacher is often connected to Large group as part of broader study in Pedagogy. His Scientific modelling research is multidisciplinary, relying on both Motion, Science education, Mental image, Systems engineering and Gesture.
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Students’ preconceptions in introductory mechanics
John J. Clement.
American Journal of Physics (1982)
Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics
Journal of Research in Science Teaching (1993)
Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions
John Clement;David E. Brown;Aletta Zietsman.
International Journal of Science Education (1989)
Algebra Word Problem Solutions: Thought Processes Underlying a Common Misconception
John J. Clement.
Journal for Research in Mathematics Education (1982)
Overcoming misconceptions via analogical reasoning : Abstract transfer versus explanatory model construction
David E. Brown;John Clement.
Instructional Science (1989)
Analysis of Clinical Interviews: Foundations and model viability
John J. Clement.
Handbook of Research Methodologies for Science and Mathematics Education (2000)
Model based learning as a key research area for science education
International Journal of Science Education (2000)
Translation Difficulties in Learning Mathematics
John Clement;Jack Lochhead;George S. Monk.
American Mathematical Monthly (1981)
Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics.
Janice D. Gobert;John J. Clement.
Journal of Research in Science Teaching (1999)
Learning via Model Construction and Criticism
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