Professor
Department of Curriculum and Pedagogy (EDCP)
Dr. Nashon’s research is characterized by: 1) Understanding the nature of science curriculum and instruction and development of theoretical models to improve the practice of science teaching: proposed two theoretical models: “Working with Analogies” (WWA) and “School Physics Instructional Model” (SPIM); 2) Understanding the science learner: Investigates learner conceptions in science; 3) Understanding the deep meta–level mechanisms of science learning: Investigates higher–order learning mechanisms.
Contributions:
Nashon, S. M. (2013). Interpreting Kenyan science teachers’ views about effect of student learning experiences on their teaching. Canadian Journal of Science, Mathematics and Technology Education, 13(3), 1 – 10.
Nashon, S. M. & Anderson, D. (2013). Interpreting student views of learning experiences in a contextualized science discourse in Kenya. Journal of Research in Science Teaching, 50(4), 381 – 403.
Nashon, S. M., & Madera, E. (2013). Composite instrument for assessing East African students’ disposition for contextual learning of science - CI_ADCLOS. Sage Open, 1 - 23. DOI: 10.1177/2158244013494862
Nashon, S. M. & Nielsen, S. W. (2011). Connecting student self-regulation, metacognition and learning to analogical thinking in a physics problem-solving discourse. Education Research Journal, 1(5), 68 – 83.
Nashon, S., Nielsen, W. & Petrina, S. (2008). Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics. Science and Education, 17, 387-401.
Keywords:
Science education; Science teacher education; Contextual learning; Qualitative research; Quantitative research; Mixed methods research; Curriculum; Science and technology education.
samson.nashon@ubc.ca
Departmental profile page
Departmental profile page