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Faculty & Staff - Shemwell

Jonathan Shemwell
jonathan.shemwell@maine.edu
330 Shibles Hall
University of Maine
Orono, ME 04469

(207) 581-2411 ph
(207) 581-2423 fax

Title

Assistant Professor of Science Education and
Cooperating Assistant Professor of Physics

Specialty Areas

Science Education Professor, 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.

Education

Stanford University (2011, Ph.D., education)
Johns Hopkins University (1990, M.S., physics)
United States Naval Academy (1989, B.S., physics)

Courses taught

  • ESC452: Teaching Science in Secondary Schools (undergraduate)
  • ESC516: Advanced Studies in Sconce Education-Elementary/Middle Schools (graduate)
  • ESC542: Advanced Studies in Sconce Education-Secondary (graduate)

Representative 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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