Faculty - Jonathan Shemwell
Office: 330 Shibles Hall
Phone: (207) 581-2411
- 1989 B.S., Physics (cum laude) United States Naval Academy, Annapolis
- 1990 M.S., Applied Physics Johns Hopkins University, Baltimore, MD
- 1993 Certified Nuclear Engineer Officer Office of Naval Reactors, Washington DC
- 1998 Certified (Alternative) Teacher Northwestern University, Evanston, IL
- 2003 Secondary Science Certification and State of Illinois Master Teacher National Board for Professional Teaching Standards
- 2011 Ph.D, Science Education Stanford University, Stanford, CA
Jon Shemwell strives to build theories of science thinking and learning that inform and propel the design of instruction. His research interests include cognitive representations, especially mental models; classroom discussion and scientific argumentation; alternative modes of science learning such as using contrasting cases; and assessment.
Chase, C. C., Shemwell, J. T., & Schwartz, D. L. (2010). Explaining across contrasting cases for deep understanding in science: An example using interactive simulations. Proceedings of the 9th International Conference of the Learning Sciences, Chicago.
Furtak, E. M., Shavelson, R. J., Shemwell, J. T., & Figueroa, M. (in press). To teach or not to teach through inquiry: is that the question? In S. Carver & J. Shrager (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences. Washington, D.C.: American Psychological Association.
Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P., Shavelson, R. J., et al. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21(4), 360-389.
Furtak, E. M., Hardy, I., Beinbrech, T., Shavelson, R. J., & Shemwell, J. T. (2010). A framework for analyzing reasoning in science classroom discourse. Educational Assessment.
Shemwell, J. T., & Furtak, E. M. (2010). Scientific argumentation and science discussion: A study of conceptually rich (and poor) student talk. Educational Assessment.
Shemwell, J. T., & Furtak, E. M. (2009). Argument-driven formative assessment and conceptual science learning. Annual Meeting of the American Educational Research Association, San Diego.
Shemwell, J.T., & Furtak, E.M. (2009), Problems with argumentation for conceptual science learning: when arguments and explanations diverge. Annual Meeting of the European Association for Research on Learning and Instruction, Amsterdam.
Shemwell, J. T., Fu, A. C., Figueroa, M., Davis, R. D., & Shavelson, R. J. (2010). Assessment in schools – secondary science. In P. Peterson, D. Baker & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 300-310). Oxford: Elsevier