Adam Johnston
Weber State University, Physics, Faculty Member
This field report provides examples of how “play” is a model for science education in informal environments. By utilizing community settings such as parks during the summer, schools in the evening, and museum space on the weekend, these... more
This field report provides examples of how “play” is a model for science education in informal environments. By utilizing community settings such as parks during the summer, schools in the evening, and museum space on the weekend, these examples provide accessible contexts for children and their families. The contexts, methods, and activities of each of these examples are described in order to suggest the wide variety of ways in which science education can be woven with community through play.
Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire... more
Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors' (Professor Condition) perspectives. Study 2 replicated Study 1 with advanced students enrolled in research-oriented courses. In both studies, students had higher PAS scores in the Professor than the Self Condition and there was a modest change from the beginning to the end of the semester in Self PAS scores. The change in Self PAS scores was positively related to higher Professor PAS scores at the end of the semester, when controlling for initial Professor PAS scores and other variables. The discussion highlights pedagogical practices that promote students' representation of their professors' thinking about the discipline as dis...
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In the beginning, this was going to be a story about a renegade working conference for science educators. Then it became a narrative about young scholars seeking to deepen their craft. Now, we find ourselves involved in an ongoing... more
In the beginning, this was going to be a story about a renegade working conference for science educators. Then it became a narrative about young scholars seeking to deepen their craft. Now, we find ourselves involved in an ongoing disquisition about revival and relief, about care and critique, and listening and laughing. However, we are ahead of ourselves. We should begin by examining expertise development.
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This research considers how learners conceptualize nature of science ideas. We conducted a qualitative study with four learners to understand what their conceptions of the nature of science are, how these conceptions are cognitively... more
This research considers how learners conceptualize nature of science ideas. We conducted a qualitative study with four learners to understand what their conceptions of the nature of science are, how these conceptions are cognitively justified, and how these conceptions interact with other aspects of their conceptual framework and conceptual ecologies. We found that, even when learners could explicitly describe aspects of the nature of science, the conceptions that they employ could change radically as a result of differing ...
I read with intrigue and appreciation John Settlage’s recent editorial piece (Settlage, 2007) in this journal regarding the notion of mythology and its pertinence to the ideals of open inquiry. Much of what Settlage describes gives me... more
I read with intrigue and appreciation John Settlage’s recent editorial piece (Settlage, 2007) in this journal regarding the notion of mythology and its pertinence to the ideals of open inquiry. Much of what Settlage describes gives me pause and a fresh new perspective on curriculum reform and the ideals of science education. Many of the points of his editorial are fascinating to me and, I believe, productive considerations for our field. Knowing that myths are pervasive and unavoidable empowers us to identify them for what they are and prevent them from preventing progress in any given field or endeavor. I especially appreciate Settlage’s mirror, now turned back upon us to show the discipline its own blemishes. In this case, we see the inconsistencies of advocating the ideals of open inquiry without clear evidence that it supports student learning of science content. As Settlage points out, “adhering to myths can distract our efforts from legitimate problems that are more deserving ...
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Abstract This research compares the methodological tools employed in NOS research, with analysis of what the comparison implies about the structure of nature of science knowledge. Descriptions of practicing teachers' nature of science... more
Abstract This research compares the methodological tools employed in NOS research, with analysis of what the comparison implies about the structure of nature of science knowledge. Descriptions of practicing teachers' nature of science conceptions were compared based on data collected from forced choice responses, responses to a qualitative survey, and course writing samples.
Abstract To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS)... more
Abstract To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self Condition) or their psychology professor‟ s (Professor Condition) perspective.
Science is not always conducted by a lone scientist in a cold, candlelit room poring over diagrams and equations. Sometimes science involves mugs, spoons and hot chocolate. This is a message science educators often try to convey to their... more
Science is not always conducted by a lone scientist in a cold, candlelit room poring over diagrams and equations. Sometimes science involves mugs, spoons and hot chocolate. This is a message science educators often try to convey to their students. A common method for teaching this involves a phenomenon dubbed “the hot chocolate effect”(Crawford, 1982, p. 398).
Abstract To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS)... more
Abstract To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self Condition) or their psychology professor's (Professor Condition) perspective.
Abstract This field report provides examples of how “play” is a model for science education in informal environments. By utilizing community settings such as parks during the summer, schools in the evening, and museum space on the... more
Abstract This field report provides examples of how “play” is a model for science education in informal environments. By utilizing community settings such as parks during the summer, schools in the evening, and museum space on the weekend, these examples provide accessible contexts for children and their families. The contexts, methods, and activities of each of these examples are described in order to suggest the wide variety of ways in which science education can be woven with community through play.
Abstract Three studies explored the nature and development of metacognitive intercession (Klaczynski, 2004), believed to be central in the regulation of dual analytic and experiential processing systems.
RESUMEN La investigación se ha convertido en un punto de mucha importancia en el currículo de las ciencias a nivel licenciatura en las pasadas pocas generaciones de alumnos de licenciatura. Sin embargo, no existe un consenso universal... more
RESUMEN La investigación se ha convertido en un punto de mucha importancia en el currículo de las ciencias a nivel licenciatura en las pasadas pocas generaciones de alumnos de licenciatura. Sin embargo, no existe un consenso universal sobre lo que constituye un programa exitoso de investigación a nivel licenciatura, y cómo se deben medir los grados de éxito. Un modelo para un programa exitoso basado principalmente en el dominio de los proyectos por parte de los alumnos será aquí presentado.
In the beginning, this was going to be a story about a renegade working conference for science educators. Then it became a narrative about young scholars seeking to deepen their craft. Now, we find ourselves involved in an ongoing... more
In the beginning, this was going to be a story about a renegade working conference for science educators. Then it became a narrative about young scholars seeking to deepen their craft. Now, we find ourselves involved in an ongoing disquisition about revival and relief, about care and critique, and listening and laughing. However, we are ahead of ourselves. We should begin by examining expertise development.
Abstract Ten upper-division majors and 10 lower-division prospective majors in Psychology, Arts and Humanities, and Science (n= 60) were interviewed regarding their ratings and justifications of the similarity between human beings and... more
Abstract Ten upper-division majors and 10 lower-division prospective majors in Psychology, Arts and Humanities, and Science (n= 60) were interviewed regarding their ratings and justifications of the similarity between human beings and animals (particularly great apes) overall and with regard to specific characteristics (eg, rationality, consciousness, and emotions).
ABSTRACT This research considers how learners conceptualize nature of science ideas. We conducted a qualitative study with four learners to understand what their conceptions of the nature of science are, how these conceptions are... more
ABSTRACT This research considers how learners conceptualize nature of science ideas. We conducted a qualitative study with four learners to understand what their conceptions of the nature of science are, how these conceptions are cognitively justified, and how these conceptions interact with other aspects of their conceptual framework and conceptual ecologies.
Abstract Science education seeks to change society, but does little to produce change in itself. Our initial effort into changing ourselves and our discipline resulted in Science Education at the Crossroads. This conference brought... more
Abstract Science education seeks to change society, but does little to produce change in itself. Our initial effort into changing ourselves and our discipline resulted in Science Education at the Crossroads. This conference brought together stakeholders in science education to present their problems, rather than research results, and discuss methods of addressing these. In this paper, we describe this conference, its development, and its future.
Abstract The Teacher-Centered Systemic Reform model (TCSR) recognizes teaching context, teacher characteristics, teacher thinking, and their interactions as influential factors in attempts to implement classroom reform. Using the TCSR... more
Abstract The Teacher-Centered Systemic Reform model (TCSR) recognizes teaching context, teacher characteristics, teacher thinking, and their interactions as influential factors in attempts to implement classroom reform. Using the TCSR model, teachers' personal practical theories, and conceptual change as a framework, the authors of this article studied three college science faculty members as they designed and implemented an integrated, inquiry-based science course. The documentation and analysis of context, instructors' ...
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Abstract If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three... more
Abstract If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum—although this ...
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Abstract This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy,... more
Abstract This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these ...
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As a science educator, I am often asking myself, What do they (my students, the public, my kids, teachers, politicians, etc.) really need to know about the history of scientific thought? My personal answer is always the same: More.... more
As a science educator, I am often asking myself, What do they (my students, the public, my kids, teachers, politicians, etc.) really need to know about the history of scientific thought? My personal answer is always the same: More. The problem, though, is not so much that ...