Visual Modeling Strategies In Science Teaching

Clement, J. J. (2018). Reasoning patterns in Galileo's analysis of machines and in expert protocols: Roles for analogy, imagery, and mental simulation. Topoi, 39(4), 973-985.  
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Price, N., Stephens, A. L., Clement, J., & Nunez-Oviedo, M. (2017). Using imagery support strategies to develop powerful imagistic models. Science Scope, 41(4), 40-49. 
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Stephens, L., & Clement, J. (2015). Use of physics simulations in whole class and small group settings: Comparative case studies. Computers & Education, 86, 137-156. 
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Williams, G., & Clement, C. (2015). Identifying multiple levels of discussion-based teaching strategies for constructing scientific models. International Journal of Science Education, 37(1), 82-107.   http://www.tandfonline.com/doi/abs/10.1080/09500693.2014.966257

Price, N., & Clement, J. (2014). Generating, evaluating, and modifying scientific models using projected computer simulations. Science Scope, 038(02),39. doi:10.2505/4/ss14_038_02_39norm 
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Clement, J. (2013).  Roles for explanatory models and analogies in 
conceptual change.  In S. Vosniadou (Ed.), International handbook of research on conceptual change, Second Edition, 412-446. New York: Routledge. 
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Clement, J. and Williams, E. G. (2013).  Parallel roles for nonformal reasoning in expert scientific model construction and classroom discussions in science. Presented to the Annual Meeting of the  National Association for Research in Science Teaching.
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Stephens, L. and Clement, J. (2012). The role of thought experiments in science learning. To appear in K. Tobin, C. Mcrobbie, and B. Fraser (Eds.), International Handbook of Science Education, Vol. II. Dordrecht: Springer. 
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Price, N., Leibovitch, A., and Clement, J. (2011). Teaching strategies for using simulations in the classroom: A descriptive case study. In I. Saleh & M.S. Khine (Eds.), Practitioner research: teachers’ investigations in classroom teaching. Hauppauge, New York: Nova Science Publishers. 

Stephens, L. & Clement, J. (2010). Documenting the use of expert scientific reasoning processes by high school physics students. Physical Review Special Topics - Physics Education Research, 6(2): URL: http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020122

Clement, J. (2009). Analogical reasoning via imagery: The role of transformations and simulations.  In B. Kokinov, K. Holyoak, and D. Gentner,  New frontiers in analogy research.  Sofia: New Bulgarian University Press. 
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Clement, J. (2009). The role of imagistic simulation in scientific thought experiments. TOPICS in Cognitive Science, 1: 686-710 (a journal of the Cognitive Science Society). 
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Stephens, L., & Clement, J. (2009). Extreme case reasoning and model based learning in experts and students.  Proceedings of the 2009 Annual Meeting of the National Association for Research in Science Learning, San Diego, CA. 
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Ramirez, M., Nunez, M. and Clement, J. (2008).  Energy and the human body (a  middle school biology curriculum). On line version at:  http://www.cesd.umass.edu/energyinthehumanbody/ 

Stephens, L., Clement, J. (2008). Anchoring student reasoning in prior knowledge: characteristics of anchoring cases in a curriculum. Presented to the NARST 2008 Annual Meeting.
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Clement, J. (2008). The role of explanatory models in teaching for conceptual change.  In S. Vosniadou (Ed.), International handbook of research on conceptual change.  Amsterdam, Routledge. 
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