James H. Wandersee

California State University, Chico, Chico, CA, United States

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Publications (31)69.25 Total impact

  • Source
    Renee M. Clary, James H. Wandersee
    Earth Sciences, 02/2012; , ISBN: 978-953-307-861-8
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    ABSTRACT: Karpicke and Blunt (Reports, 11 February 2011, p. 772) reported that retrieval practice produces greater gains in learning than elaborative studying with concept mapping and concluded that this strategy is a powerful way to promote meaningful learning of complex concepts commonly found in science education. We question their findings on methodological and epistemological grounds.
    Science 10/2011; 334(6055):453; author reply 453. · 31.20 Impact Factor
  • Renee M. Clary, James H. Wandersee
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    ABSTRACT: William Buckland (1784–1846) first identified and scientifically studied coprolites in the early 1820s. Although some of his contemporaries did not look favorably upon him or his research, Buckland's early experiments advanced paleoecology and taphonomy. Because our informal presentations with coprolites resulted in students' spirited reactions, we investigated whether coprolite introduction, accompanied with its history of science, had potential for meaningful learning in K-12 Earth Science classrooms. Practicing Earth Science teachers (N = 28) enrolled in an online paleontology course researched coprolites, identified potential student interest, and designed coprolite activities for their individual classrooms. Resulting projects were diverse and creative, and incorporated investigations into fossilization processes, paleoenvironments, food chains, and geologic time. In anonymous surveys, teachers indicated that their students' interest in coprolites is high. We propose inclusion of coprolites and their history in Earth Science classrooms as a portal to hook students' interest and as springboard to additional scientific topics.
    School Science and Mathematics. 10/2011; 111(6):262 - 273.
  • Source
    Ali Al‐Kunifed, James H. Wandersee
    Journal of Research in Science Teaching 02/2011; 27(10):1069 - 1075. · 2.64 Impact Factor
  • James H. Wandersee, Joel J. Mintzes, Mary W. Arnaudin
    School Science and Mathematics. 03/2010; 89(8):654 - 668.
  • Renee M. Clary, James H. Wandersee
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    ABSTRACT: Archive-based, historical research of materials produced during the Golden Age of Geology (1788–1840) uncovered scientific caricatures (SCs) which may serve as a unique form of knowledge representation for students today. SCs played important roles in the past, stimulating critical inquiry among early geologists and fueling debates that addressed key theoretical issues. When historical SCs were utilized in a large-enrollment college Earth History course, student response was positive. Therefore, we offered SCs as an optional assessment tool. Paired t-tests that compared individual students’ performances with the SC option, as well as without the SC option, showed a significant positive difference favoring scientific caricatures (α=0.05). Content analysis of anonymous student survey responses revealed three consistent findings: (a) students enjoyed expressing science content correctly but creatively through SCs, (b) development of SCs required deeper knowledge integration and understanding of the content than conventional test items, and (c) students appreciated having SC item options on their examinations, whether or not they took advantage of them. We think that incorporation of SCs during assessment may effectively expand the variety of methods for probing understanding, thereby increasing the mode validity of current geoscience tests.
    Science & Education 01/2010; 19(1):21-37. · 0.71 Impact Factor
  • Renee M. Clary, James H. Wandersee
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    ABSTRACT: Amber is a fossil by itself, and can also contain plants and animals that lived millions of years ago. Some of these perfectly preserved specimens give scientists a convenient window to past environments, including the biology, ecology, geology, and chemistry of Earth's past. By using an interdisciplinary approach, we can demonstrate to students a more accurate representation of the scientific community, which does not work in isolation. (Contains 6 figures.)
    Science Scope. 01/2009;
  • Renee M. Clary, Robert F. Brzuszek, James H. Wandersee
    Journal of Geoscience Education 01/2009; 57(4):275-.
  • Source
    Renee M. Clary, James H. Wandersee
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    ABSTRACT: In June 2009, the U.S. Department of Education released a meta-analysis of online learning studies that detailed strong support for online learning. The authors of this report, however, cautioned that online students' increased interaction--as well as differences in curriculum and pedagogy--did not allow a direct comparison between online and traditional classrooms. Moreover, the positive learning benefits of online education examined in this report applied only to K-12 students. Can online education also provide an effective learning environment for teachers? In this article, the authors sought teachers' opinions on whether online classrooms provided opportunities for successful professional development, especially when the online courses were "science" content courses, and the methods for content delivery included active-learning strategies and informal education sites. Using research literature that documented best practices for content delivery, the authors designed their online science classrooms to include the integration of informal environments and assignments that would provide active learning and inquiry-based learning benefits. In their online courses, the authors sought to discover whether science instruction delivered through an online environment could help close the gap in teachers' knowledge of science. Through multiple semesters of their online science courses, the authors' surveys revealed that teachers enjoyed opportunities that (1) transported them beyond the confines of their computer environment; and (2) facilitated relationships with their online colleagues and local communities. From their research and the survey responses, the authors found that teachers are tremendously positive when discussing the value of the online environment for furthering their content knowledge in the subjects they teach.
    Kappa Delta Pi Record. 12/2008;
  • John E. Trowbridge, James H. Wandersee
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    ABSTRACT: The purpose of this research study was to (a) describe how concept mapping can be used as an integral instructional strategy for teaching a college course on evolution, (b) evaluate the utility of incorporating concept mapping in a college course on evolution, (c) determine whether students' concept maps reveal “critical junctures” in learning as the course unfolds, and (d) assess the impact of concept mapping on students' study practices and on students' understanding of course content. Key findings include: (a) Critical junctures in learning evolution can be identified by monitoring the degree of concordance of superordinate concepts appearing on the class set of concept maps submitted after each of the course lectures; (b) students who made concept maps reported spending an average of 37% more study time on this college biology course than on their previous biology courses; and (c) the use of “seed concepts,” “micromapping,” a standard concept map format, and a standard concept map checklist made the strategy feasible for the instructor to implement and for the student to adopt. A concept map performance index formulas was also developed for this research study in order to assess students' overall mapping performance.
    Journal of Research in Science Teaching 07/2007; 31(5):459 - 473. · 2.64 Impact Factor
  • James H. Wandersee
    The American Biology Teacher 12/2006; · 0.39 Impact Factor
  • Renee M. Clary, James H. Wandersee
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    ABSTRACT: Mixed methods research conducted across three semesters in introductory college geology classes (n = 187, 190, 138) attempted to ascertain whether integrated study of petrified wood could serve as a portal to improved student geobiological understanding of fossilization, geologic time, and evolution. The Petrified Wood Survey™ was administered as a preinstructional and postinstructional assessment in control and experimental classes; the experimental class received integrated petrified wood instruction. Paired t tests of differences in students' pre- and postinstructional scores for control and experimental groups revealed significance (α = 0.05, effect size = 0.79, confidence interval 0.56–1.01). The students with integrative study showed greater knowledge gains about petrified wood's abundance, properties, nature, location, and geologic time. However, understanding of fossilization geochemistry remained problematic for both groups. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1011–1035, 2007
    Journal of Research in Science Teaching 12/2006; 44(8):1011 - 1035. · 2.64 Impact Factor
  • Eleanor Abrams, James H. Wandersee
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    ABSTRACT: In his book entitled Restructuring Science Education: The Importance of Theories and Their Development (1990), science educator Richard A. Duschl presented an equiposed triadic model of the growth of scientific knowledge that is based upon the work of philosopher of science, Larry Laudan (1984). Stage 1 of our study tested that model against the research practices of 10 accomplished life scientists employed at a Carnegie Research 1 university, via purposive sampling, a carefully sequenced model-based interview schedule, face-to-face questioning, and propositional analysis of the interview transcripts. In Stage 2, a revised research-based graphic version of Laudan's model was presented to two experts on the nature of science (Drs. Richard Duschl and Nancy Nercessian) during an extended interview. From that interview, further data collection and analysis, and an extensive literature search, our Stage 1 graphic was elaborated. In response to the interview, 5 novice graduate students and 5 advanced graduate students or new Ph.D's of the original 10 life scientists were interviewed, using the same methods, to ascertain if their research perceptions and practices will differ from that of their mentors. Implications for the teaching of biological science were derived from the research findings.
    Journal of Research in Science Teaching 08/2006; 32(6):649 - 663. · 2.64 Impact Factor
  • James H. Wandersee
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    ABSTRACT: College students responding to the Preferred Method of Study (PMOS) questionnaire explained how they approach reading a new textbook chapter for comprehension. Results indicated that a significant positive correlation exists between the number of passes a student makes at new textbook material and his/her college grade-point average. Women showed a significant preference for adopting a single method of study. Less than half of the students queried construct “organizational tools” such as outlines or diagrams as they study a textbook. Students said they would alter their textbook strategies in response to the type of test they expected significantly more often than they would for the type of subject matter being studied. Only 6% of the students said they make a conscious effort to link the new concepts in the text to prior knowledge. There was no discernable relationship between the study strategies undergraduate college students employ and their college grade level (freshman through senior).
    Journal of Research in Science Teaching 08/2006; 25(1):69 - 84. · 2.64 Impact Factor
  • James H. Wandersee, Sherry Demastes
    Journal of Research in Science Teaching 08/2006; 29(9):1005 - 1010. · 2.64 Impact Factor
  • James H. Wandersee
    Journal of Research in Science Teaching 08/2006; 23(7):581 - 597. · 2.64 Impact Factor
  • Source
    Renee M Clary, James H Wandersee
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    ABSTRACT: Asteroids Asteroids oh so scary Some are big and some are glary When you see one in the night It could give you quite a fright Flying across the sky so fast It's quite a surprise they really last They killed out dinosaurs in the past It must have been quite a blast They've been known to fly everywhere Day and night here and there Some of them in the asteroid belt If one hit Antarctica it could melt They could hit a truck and kill a duck And kill a bull about to buck Riding one would be quite fun You'd be going faster than a bullet from a gun Camden McCosker, 11 years Australia Poem Neutron, photon, electron and ion Science only turns my brain on. Bugs and animals, plants and trees Give me some biology please. Abstract Because many incoming geoscience students did not acknowledge their previous personal encounters with the earth's geological processes or products, we developed the Geological Sense of Place (GSP) template as a convenient way to assess students' earth science backgrounds through short answer, mini-essay, and induced associative responses. The GSP was administered in introductory earth science courses for elementary education majors (n = 42, n = 56), and in a non-major introductory physical geology course (n = 148) at a large research university in Louisiana (US). Student opinions about the GSP were gathered as part of anonymous electronic surveys at the end of the semester (earth science courses, n = 45, n = 56; physical geology course, n = 134). Students reported that the GSP integrated their past life experiences with geology, and initiated geological thinking. Our research indicates that the GSP provides teachers with a standard method to ascertain students' personal geological knowledge and experiences before instruction begins, and to incorporate these experiences into the classroom. Teachers can determine the impact of instruction on knowledge integration by comparing initial GSP student responses with responses in the post-instruction section of the GSP.
    The Science Education Review. 01/2006; 5.
  • Renee M. Clary, James H. Wandersee
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    ABSTRACT: Aquarium views, or AqViews, offer a glimpse into a split-phase aquatic system that is not normally afforded to terrestrial viewers. Although geologist Henry De la Beche created the AqView prototype two decades before the advent of the aquarium, this graphic type did not become popular until after the Victorian aquarium craze. We investigate the historical development and construct a comprehensive typology of AqViews that can be used by science teachers. We identify variations on the AqView, as well as a broader category encompassing non-aquatic systems, the PhaseView. Our research indicates that horizontal, cross-sectional representation of underwater scenes now appears to be the default position for some textbook authors, artists, and students. In spite of this, we believe AqViews are currently untapped resources for learning in science classrooms, and offer potential for enhancing science instruction, assessment, and visual literacy.
    Science & Education 07/2005; 14(6):579-596. · 0.71 Impact Factor
  • Source
    James Wandersee, Phyllis Griffard
    12/2002: pages 29-46;
  • Linda E. Roach, James H. Wandersee
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    ABSTRACT: Current science education research reports that students do not embrace an understanding of the nature of science. Furthermore, few curriculum materials emphasize the nature of science. This paper suggests an effective technique for including the nature of science in existing courses. Using Wandersee's story form model, historical vignettes describe brief episodes from the lives of scientists. They are designed to take only about ten minutes of class time, provide content information, and promote examination of the nature of the scientific enterprise by generating discussion. They help students connect the present and past, show the evolution of the ideas they are learning, and make the information more interesting.
    School Science and Mathematics. 10/1995; 95(7):365 - 370.

Publication Stats

226 Citations
69.25 Total Impact Points


  • 2011
    • California State University, Chico
      • Department of Biological Sciences
      Chico, CA, United States
  • 1990–2011
    • Louisiana State University
      Baton Rouge, Louisiana, United States
  • 2006
    • Martin Luther College
      New Ulm, Minnesota, United States
  • 2005
    • University of Louisiana at Lafayette
      • Department of Geology
      Lafayette, Louisiana, United States