What is he best known for?
The fields of study he is best known for:
- Mathematics education
- Artificial intelligence
- Epistemology
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 most cited work include:
- Students’ preconceptions in introductory mechanics (991 citations)
- Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (444 citations)
- Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions (318 citations)
What are the main themes of his work throughout his whole career to date?
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.
He most often published in these fields:
- Mathematics education (44.44%)
- Science education (16.30%)
- Conceptual change (15.56%)
What were the highlights of his more recent work (between 2006-2020)?
- Mathematics education (44.44%)
- Cognitive science (13.33%)
- Conceptual change (15.56%)
In recent papers he was focusing on the following fields of study:
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.
Between 2006 and 2020, his most popular works were:
- Creative Model Construction in Scientists and Students: The Role of Imagery, Analogy, and Mental Simulation (133 citations)
- Model based learning and instruction in science (88 citations)
- The Role of Explanatory Models in Teaching for Conceptual Change (55 citations)
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