Refereed Publications

Books

The Really Useful Elementary Science Book

(2010) – New York: Routledge

Amongst the challenges that elementary teachers may often face as they introduce their students to science is the need to maintain a solid understanding of the many scientific concepts and details themselves. This indispensible resource, intended for pre- and in-service elementary school teachers, provides concise and comprehensible explanation of key concepts across science disciplines.

Organized around the National Science Education Standards, the book tackles the full range of the elementary curriculum including life sciences, ecological sciences, physical sciences, and earth sciences. Although not a methods text, the clear and accessible definitions offered by veteran teacher educator Jeffrey Bloom will nonetheless help teachers understand science concepts to the degree to which they can develop rich and exciting inquiry approaches to exploring these concepts with children.

Perfect as a companion to any elementary science methods textbook or as a stand alone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.

Creating a Classroom Community of Young Scientists

2nd Edition – (2007) – New York: Routledge

Creating a Classroom Community of Young Scientists helps teachers – both pre-service and in-service – to develop exciting science programs in their classrooms. This book provides the groundwork for designing and implementing a science program that takes into account the latest research in teaching and learning. It provides an approach that will capture children’s imaginations, stimulate their curiosity and create a strong foundation for their continued interest in, and appreciation of, science and the world in which they live.

The book is designed to be user-friendly, and offers an approach to teaching science that is exciting for teachers as well.

This thoroughly revised, second edition focuses on making inquiry more explicit both in terms of the process of inquiry and teaching in ways that capitalize on children’s curiosity and questions. New material has also been added on U.S. and Canadian science standards, as well as professional standards for teachers.

Creating a classroom community of young scientists: A teacher’s desktop companion

(1998) – Concord, Ontario, Canada: Irwin Publishing.

Evolve: A Trip Through Time and Taxonomy

(1991) – Portland, ME: J. Weston Walch, Publisher

Activity Book that accompanied software with the same name

Cognitive strategies used by high school students in solving biological identification tasks

(1987) Dissertation, College of Education, University of Houston-University Park, Houston, TX

Dissertation Abstracts International, 49/05, 1107A (1988)

Chapters in Books & Conference Proceedings

Addiction, education, and beyond: Pathological patterns and contexts

In N. Bateson and M. Witkowska-Jaworska (Eds.). (2017), Batesoniana Polonica I: Towards an ecology of mind: Batesonian legacy continued (pp. 27—45). Dąbrowie Górnicza: Wydawnictwo Naukowe

Qualitative research in the complexity sciences: A Batesonian perspective for education

In M. Koopmans & D. Stamovlasis (Eds.)a. (2016). Complex dynamical systems in education: Concepts, methods, and applications (pp. 23—37). New York: Springer

Complexity, patterns, and creativity

In D. Ambrose, B. Sriraman, and K. M. Pierce (Eds.). (2014). A critique of creativity and complexity: Deconstructing clichés (pp. 199-214).. Rotterdam, The Netherlands: Sense Publishers

The nature and dynamics of relationships in learning and teaching

In B. Griffith, & D. J. Loveless (eds.). (2012). The interdependence of teaching and learning. Charlotte, NC: IAP.

Metapatterns for research into complex systems of learning

with Tyler Volk

In N. M. Seel, (Ed.), (2012) Encyclopedia of the Sciences of Learning (pp. 2243—2247). Heidelberg, Germany: Springer—Verlag

The application of chaos, complexity, and emergent (meta)patterns to research in teacher education

In (2005) Proceedings of the 2004 Complexity Science and Educational Research Conference (pp. 155-191), Sep 30–Oct 3 • Chaffey’s Locks, Ontario, Canada

Learning and change from cognitive and sociocultural perspectives: The issue of contextual flexibility

In V. K. Gupta (Ed.), (1996). Science and technology education: New thrusts and recent trends. Chandigarh, India: Arun Publishing House

Contexts of meaning and conceptual integration: How children understand and learn

In R. A. Duschl and R. Hamilton (Eds.), (1992)Philosophy of science, cognitive science in educational theory and practice (pp. 177-194). Albany, NY: State University of New York Press

Contextual flexibility: Learning and change from cognitive, sociocultural, and physical context perspectives

In S. Hills (ed.) (1992). The history and philosophy of science in science education: Proceedings of the second international conference on the History and Philosophy of Science and Science Teaching (pp. 115-125). Kingston, Ontario: MSTE Group and Faculty of Education, Queen’s University.

Articles in Refereed Journals & Conference Proceedings

The ecology of communities in schools, businesses, societies and ecosystems
—- (2019) Explorations in Media Ecology, 18(1 & 2), 7–22

An ecology of mind: Teaching—learning complex systems
—- (2013). Kybenetes. 42(9/10), 1346—1353

Ecology of mind: A Batesonian systems thinking approach to curriculum enactment
—- (2012). Curriculum and Teaching, 27(1), 81—100 [Invited paper]

Investigating relationships: Thoughts on the pitfalls and directions
—- (2011). Complicity: An International Journal of Complexity and Education, 8(1), 38—43. )

Toward a science of metapatterns: Building upon Bateson’s foundation
—- Volk, T., Bloom, J. W., & Richards, J. (2007). Kybernetes, 36(7/8), 1070-1080.

The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part I: Metapatterns in nature and culture
—- Volk, T. & — (2007). Complicity: An International Journal of Complexity and Education, 4(1), 25—43

The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part II: Applications
—- & Volk, T. (2007). Complicity: An International Journal of Complexity and Education, 4(1), 45—68

Review of: Lewens, T. 2004. Organisms and Artifacts: Design in Nature and Elsewhere
—- (2005). Ethology, 111(4), 439—440

Patterns that connect: Rethinking our approach to learning, teaching, and curriculum
—- (2004). Curriculum and Teaching, 19(1), 5-26

Discourse, cognition, and chaotic systems: An examination of students’ argument about density
—- (2001). Journal of the Learning Sciences, 10(4), 447-492

Assessing and extending the scope of children’s contexts of meaning: Context maps as a methodological perspective
—- (1995). International Journal of Science Education, 17(2), 167-187

The development of scientific knowledge in elementary school children: A context of meaning perspective
—- (1992). Science Education, 76(4), 399-413

Contexts of meaning: Young children’s understanding of biological phenomena
—- (1990). International Journal of Science Education, 12(5), 549-561.

Comments on “The acquisition of biological knowledge during childhood: Cognitive conflict or tabula rasa?”
—- & J. Borstad. (1990). Journal of Research in Science Teaching, 27(4), 399-403

Pre-service elementary teachers’ conceptions of science: Science, theories, and evolution
—- (1989). International Journal of Science Education, 11(4), 401-415

Protocol analysis of student problem solving on biological classification tasks: Results of a pilot study
—- (1987). Southwest Journal of Educational Research into Practice, 1, 30-33

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