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Faculty - Jonathan Shemwell

Jonathan Shemwell
Assistant  Professor of Education, Cooperating Assistant Professor of Physics,
and member of the Maine Center for Research in STEM Education

Office: 330 Shibles Hall
Phone:
(207) 581-2411
EMail: jonathan.shemwell@maine.edu

Degrees:

  • 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

Research:

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.

Recent Publications:

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

 


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