Samson Nashon

Scarfe 2201
6048225337

Title

Head, and David F. Robitaille Professor in Mathematics & Science Education

Ways of Knowing & Ways of Teaching and Learning Science; Students’ Alternative Frameworks; Metaphorical and Analogical Teaching and Learning of Science; Metacognition and Learning Science

Bio

Dr. Nashon is a science educator. His research focuses on ways of teaching and learning. His area of specialization focuses on students’ alternative understandings that have roots in cultural backgrounds and curricula, and are accommodative of students with varying degrees of abilities. His research is dominantly qualitative, borrowing primarily from contemporary theories of constructivism. His most recent research projects include the ongoing Metacognition and Reflective Inquiry (MRI), East African Students’ Ways of Knowing (EASWOK), The Status of Physics 12 in BC, The Nature of Analogies Kenyan Physics Teachers Use, and Students’ Access To Senior Science and Mathematics Courses in Rural BC. Previous studies include, The Role of Practical Work in Science, and The Kind of Science in Kenyan “Harambee Schools.

Dr. Nashon’s experience as a former high school teacher of physics and mathematics, teacher educator, and as an editor of curriculum materials related to science, provides him with a lens through which he examines the link between theory and practice in the classroom, the nature of science curricula, how the curricula material is taught, and the role that students’ preconceptions play in the teaching and learning of such material. He is currently involved in teaching a physics methods course to preservice teachers, Foundations Research Methods, Action Research Methods, and several science education courses to graduate students.

My research focuses broadly on ways of teaching and learning science, and is characterized by three main emphases.

Understanding the nature of science curriculum and instruction and development of theoretical and pedagogical models to improve the practice of science teaching: Understanding the nature of science curriculum and instruction was the focus of my DES, MEd, and EdD dissertation topics. In both the DES and MEd theses, I explored questions about and proffered suggestions regarding the nature of science offered and the associated pedagogy in Kenyan high schools. My EdD dissertation also raised questions about the viability of the widely used anthropomorphic analogies in Kenyan high school science instruction. Further, my doctoral work has formed the foundation for part of my research program here at UBC, which focuses on the development of theoretical and pedagogical models to improve the practice of science teaching, including “Working with Analogies” (WWA) published in OISE Papers for STSE Education (Nashon, 2000), Canadian Journal Science Mathematics and Technology Education (Nashon, 2004), and Research In Science Education (Nashon, 2004). WWA has also been elaborated in my EdD dissertation. I have also developed “School Physics Instructional Model” (SPIM) based on insights from the study (Nashon, 2006), High school science in BC: The status of physics 12 (Nashon, 2007), which highlights the issues of instruction and teacher beliefs as among the key factors influencing student subject choice.

Understanding the science learner: I investigate the nature and character of the conceptions of science that learners hold from a phenomenological perspective. Also, I elucidate the effect of learners’ prior knowledge and experience, socio–cultural background and learning contexts on their individual and group learning through research projects such as, The Nature of Metaphorical, Analogical and Simile–like Expressions for HIV/AIDS: A case study of Ugandan Biology Classrooms, which revealed how Ugandan students’ preconceived understandings of HIV/AIDS affect classroom instruction about the science of HIV/AIDS. The study served as a motivation for a 2006 – 2010 SSHRC funded study, East African Students’ Ways of Knowing in Science Discourses, which aimed to investigate and elucidate EA students’ ways of understanding the world. Within this realm of research, a 2010-2015 SSHRC funded study that investigated the effect of students’ learning on teachers’ teaching in East Africa was developed with very interesting insights being generated and disseminated through various academic and professional media or fora.

Understanding the deep meta–level mechanisms of science learning: This line of research focuses on identifying, describing, and understanding the underlying higher–order learning processes or agents that govern knowledge construction including: (a) Metacognition, as is the case in the SSHRC funded multi–national research collaborative study, Metacognition and Reflective Inquiry (MRI): Learning Across Contexts, which is providing theoretical insights into how students engage metacognition in novel problem solving situations. The study has led to the inclusion of a field trip to an amusement park in our physics methods course for pre–service teachers here at UBC with the intent of fostering appreciations of the richness of this context in providing novel learning opportunities for students. As an offshoot, “BC Brightest Minds Competition”, with myself as one of the two lead facilitators and sponsored by Pacific National Exhibition (PNE), was inaugurated in 2006 as an annual event. (b) Ways of knowing through one’s position/view on the nature of science and cultural lens(es), such as the 2006–2010 SSHRC funded research project, East African Students’ Ways of Knowing in Science Discourses on which I was principal investigator. It examined East African students’ Ways of Knowing in science through case studies of selected Kenyan schools. The study concluded that students’ Ways of Knowing are shaped by their socio–cultural backgrounds, which in turn translate into their worldviews and perceptions of science. The study, which commenced in September 2006, investigated East African students’ Ways of Knowing in the context of science curriculum implemented through a program that integrated analysis of Jua Kali (an informal sector defined by UNESCO as “small–scale manufacturing and technology–based services”) production activities with conventional classroom science. Building on findings from this study another SSHRC funded study (2010 – 2015), Teacher Pedagogy and School Culture: The Effect of Student Learning on Science Teachers’ Teaching and Culture in East Africa on which I am the principal investigator, was framed to investigate the transformations in East African science teachers’ teaching culture, their pedagogies, and collective school culture as they navigate through and experience their students’ learning mediated through science curricular reforms. The 2006–2010 SSHRC funded study revealed the importance of the effect of students’ learning experiences on teachers’ teaching culture, their pedagogies, and school culture. Understanding this effect has been critical to helping Kenyan science teachers design curricular and pedagogical models to enhance science teaching through local contexts. Moreover, student learning and performance are very important motives behind any curricular or pedagogical reform. It is hoped that the study will provide new insights into teachers’ PCK in cultural contexts beyond Western perspectives. In all, the studies I conduct are largely framed around the three emphases. It is my objective to share research findings with others through forums such as collaborative course development and implementation, mentorship programs for graduate students, national and international conferences, and print publications.

Read Full Profile

Invited Presentations

Nashon, S. M. (2013). Re-thinking the Profile of African Worldviews and Ways of Knowing in education: The metacognitive and reflective Inquiry. Keynote Paper Presented at The 9th Annual International Conference: Social, Economic and Technological Transformation in the 21st Century, Moi University, Eldoret, Kenya, 3 – 7 September 2013.

Nashon, S. (July, 2012). Interpreting and understanding student learning in integrated classroom–field trip science discourses In Kenya. Invited Presentation Education Beyond Borders (EBB), Ministry of Education, Nairobi, Kenya.

Nashon, S. (July, 2011). Developing and delivering content for online courses. Invited presentation at a three–day workshop for Maseno University Instructors, Eldoret Noble Hotel, Kenya.

Nashon, S. (July, 2011). Teaching in a social cultural context. Invited workshop presentation to Education Beyond Borders (EBB), Nairobi Jua Kali Sheds. Kenya.

Nashon, S. M. (March, 2009). Interpreting and understanding student learning in integrated classroom–field trip science discourses in Kenya. Invited Seminar Presentation, University of Melbourne, Australia.

Nashon, S. (October, 2008). Investigating East African students’ ways of knowing in science discourses. Invited Seminar Presentation, Deakin University, Burwood Campus, Melbourne, Australia.

Nashon, S. (November, 2008). Investigating East African students’ ways of knowing in science discourses. Invited Seminar Presentation, Deakin University, Geelong Campus, Geelong, Australia.

Nashon, S., & Anderson, D. (February, 2006). How to be an effective conference presenter. Presentation at UBC Faculty of Education Graduate Students Seminar, Vancouver, Canada.

Nashon, S., Mayer–Smith, J., & Khan, S. (June, 2006). Survey of teacher science opportunities. Paper presented at the Gathering of Canadian Science Teacher Educators in collaboration with the University of Calgary, Kananaskis, Calgary, Alberta.

Nashon, S. (March, 2003). High school science in BC: The status of Physics 12. Paper presented at UBC Curriculum Studies Departmental Seminar, Vancouver, Canada.

Nashon, S. (October, 2003). What physics instruction involves: The role of prior knowledge. Paper presented at UBC Department of Physics & Astronomy Seminar, Vancouver, Canada.

Nashon, S. (June, 2002). High school science in BC: The status of Physics 12. Paper Presented to visiting Korean high school teachers on behalf of North Vancouver School Board, North Vancouver, Canada.

Nashon, S. (May, 2002). High school science in BC: The status of Physics 12. Paper presented at UBC Faculty of Education Research Day, Vancouver, Canada.

Nashon, S. (November, 2001). Constructivist teaching in science: A way out of colonial legacy in Africa. Paper presented at the UBC Multicultural Education Conference, Vancouver, Canada.

Selected Publications

Refereed Publications

Journals

Fu, G. & Nashon, S. M. (2015). Collective agency among physics teachers: A case in China’s curriculum reform. International Journal of Secondary Education, 2(6), 94 – 101.

Tan, Y. S. M., & Nashon, S. M. (2014). Promoting teachers’ collaborative exploration of a new science curriculum: the case of a Singapore learning study. Professional Development in Education, DOI: 10.1080/19415257.2014.944670.

Tan, Y. S. M., & Nashon, S. M. (2013). Promoting teacher learning through learning study discourse: The case of science teachers in Singapore. Journal of Science Teacher Education, DOI 10.1007/s10972-013-9340-5.

Dharamsi, S., Nashon, S., Wong, A., Bain, P., McElligot, K., & Baines, E. (2013). Saving Africa: A critical study of advocacy and outreach initiatives by university students. Journal of Global Citizenship and Equity Education, 3(1), 53 – 67.

Nashon, S. M., & Madera, E. (2013). Instrument for assessing disposition for contextual learning of science of students in East Africa, SAGE, DOI: 10.1177/2158244013494862.

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), 213 – 231.

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), 381-407.

Nashon, M. S. & Anderson, D. (2013). Teacher change: The effect of student learning on science teachers’ teaching in Kenya. International Journal of Engineering Education, 29(4), 1 – 7.

Nashon, S. M. Ooko, S., & Kelonye, F. B. (2012). Understanding, interpreting and profiling Kenyan students’ worldviews of science learning. Journal of Technology and Socio-Economic Development. 1(1), 346-352.

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. M., Ooko, S., & Beru, F. K. (2011). Understanding, interpreting and profiling Kenyan students’ worldviews of science learning. Journal of Technology and Socioeconomic Development, 1(1), 346 – 352.

Milner–Bolotin, M., & Nashon, S. M. (2011). The essence of student visual–spatial literacy and higher order thinking skills in undergraduate biology. Protoplasma: An International Journal of Cell Biology, 249(1), 25 – 30

Ladachart, L., & Nashon, S. (2010). Alternative frameworks in conceptions of sound: A historical evolution. International Journal of Education, 33 (2), 3–24.)

Ladachart, L., Nashon, S. M., & Roadrangka, V. (2010). A Thai physics teacher’s conceptual difficulties while teaching unfamiliar content. KKU Research Journal, 15(4), 304–316.

Mutonyi, H., Nashon, S., & Nielsen, W. S. (2010). Perceptual influence of Ugandan students’ understanding of HIV/AIDS. Research In Science Education, 40, 573–588.

Anderson, D., Nashon, S., & Thomas, G. (2009). Evolution of research methods for probing and understanding metacognition. Research In Science Education, 39(2), 181 – 195.

Nashon, S. M., Anderson, D., & Nielsen, W. S. (2009). An instructional challenge through problem solving for physics teacher candidates. Asia–Pacific Forum on Science Learning and Teaching, 10(1), 1–21.

Nielsen, W. S., Nashon, S., & Anderson, D. (2009). Metacognitive engagement during field–trip experiences: A case study of students in an amusement park physics program. Journal of Research in Science Teaching, 46(3), 265–288.

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.

Thomas, G., Anderson, D., & Nashon, S. (2008). Development and validity of an Instrument designed to investigate elements of science students’ metacognition, self–efficacy and learning processes: SEMLI–S. International Journal of Science Education, 30(13), 1701–1724.

Anderson, D., & Nashon, S. (2007). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program. Science Education, 91(2), 298–320.

Mutonyi, H., Nielsen, W., & Nashon, S. M. (2007). Building scientific literacy in HIV/AIDS education: A case study of Uganda. International Journal of Science Education, 29(110), 1363–1385.

Nashon, S., Anderson, D., & Wright, H. (2007). African ways of knowing, worldviews and pedagogy. Journal of Contemporary Issues in Education, 2(2), 1–6.

Nashon, S., & Nielsen, W. (2007). Participation rates in Physics 12 in BC: Science teachers’ and students’ views. Canadian Journal of Science, Mathematics and Technology Education, 7(2/3), 93–106.

Nielsen, W., & Nashon, S. (2007). Accessing science courses in rural BC: A cultural border crossing metaphor. Alberta Journal of Educational Research, 53(2), 174–188.

Wright, H. K., Nashon, S., & Anderson, D. (2007). Re–thinking the place of African worldviews and ways of knowing in education. Diaspora, Indigenous and Minority Education, 1(4), 239–246.

Nashon, S. M. (2006). A proposed model for planning and implementing high school physics instruction. Journal of Physics Teacher Education Online, 4(1), 6–9.

Hisasaka, T., Anderson, D., Nashon, S., & Yagi, I. (2005). Research regarding children’s metacognition in physics learning environments: Using cognitive psychology to improve physics education. Physics Education in Tohoku, 14, 69–74.

Nashon, S. M. (2005). Reflections from pre–service science teachers on the status of Physics 12 in British Columbia. Journal of Physics Teacher Education Online, 3(1) 25–32.

Hisasaka, T., Anderson, D., Nashon, S., Shigematsu, K., Watanabe, E., & Yagi, I. (2004). Recognition of amusement park as a studying space. Physics Education in Tohoku, 13, 31–34. (SA)

Nashon, S. M. (2004). The nature of analogical explanations high school physics teachers use in Kenya. Research in Science Education, 34, 475–502.

Nashon, S., & Anderson, D. (2004). Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, 36(2), 39–44.

Nashon, S. M. (2003). Teaching and learning high school physics through analogies in Kenyan classrooms. Canadian Journal of Science, Mathematics, and Technology Education (CJSMTE) 3(3), 33–345.

Nashon, S. (2001). A question of improvisation: Teaching school science in Kenya. OISE Papers in STSE Education, 2, 211–220.

Nashon, S. (2000). Teaching physics through analogies. OISE Papers in STSE Education, 1, 209–223.

Conference Proceedings

Nashon, S., Adler, J. D., Ludemann, J., & Scott, S. (2011). Web based education: Investigating students’ understanding and interpretation of choking in children – Lessons beyond cultural borders. Proceedings for Annual ICT and Informatics in Globalized World of Education (IIGWE) Conference, Mombasa, Kenya, August 16 – 19.

Nashon, S. M. (2011). Investigating and understanding students’ disposition for contextual learning of science in Kenya. Proceedings for the Annual ICT and Informatics in Globalized World of Education (IIGWE) Conference, Mombasa, Kenya, August 16 – 19.

Nashon, S., Beru, F., & Ooko, S. (2011). Understanding, interpreting and profiling Kenyan students’ worldviews of science learning. Proceedings for the First Annual International Conference on Advances in Technology and Socio–Economic Development (ATSED 2011), Eldoret Polytechnic, Kenya, May 12–13.

Nashon, S. M., & Anderson, D. (2011). Effect of student learning on science teachers’ teaching: The case of a Form 3 science class in Kenya. Conference Proceedings for NARST Annual International Conference, Orlando, FL, USA, April 3–6.

Fu, G., & Nashon, S. (2011). Implementing curricular and pedagogical reforms in Chinese schools: the case of collaborating physics teachers. Proceedings of INTED2011 Conference. Valencia, Spain, March 7–9 March, ISBN:978–84–614–7423–3.

Nashon, S. M., & Anderson, D. (2010). Profiling and interpreting East African students’ science learning worldviews. CD of Conference Proceedings for NARST Annual International Conference, Philadelphia, PA, USA, March 21 – 24.

Moore, L., & Nashon, S. (2008). Tailoring delivery to pre–service science teachers using the student voice to gauge conceptual framework: Comparing Australian and Canadian perspectives (MOO07512). In P. L. Jeffrey (Ed.), AARE 2007 International Educational Research Conference Proceedings Perth, Western Australia, Australia, November 25 – 29. ISSN 1324–9339.

Nashon, S., & Anderson, D. (2008). Interpreting student learning through integrated classroom–field trip science discourses in Kenya. CD of Conference Proceedings for NARST Annual International Conference, Baltimore, MD, USA, March 30 – April 2.

Nashon, S., & Anderson, D. (2008). Using integrated classroom–field trip science discourses to understand student learning in Kenya. The CSSE–SCÉÉ 2008 Conference Proceeding Handbook (pp1–14). Vancouver, BC, Canada.

Mutonyi, H., Nashon, S., & Nielsen, W. (2006). Interpreting student understandings and their effects on biology instructions in Ugandan classrooms, (#211040). Conference Proceedings CD of the National Association for Research in Science Teaching (NARST). San Francisco, CA, USA.

Nashon, S., & Anderson, D. (2006). Novel problem solving in an amusement park physics program: The power of metacognition in learning, (# 211268). Conference Proceedings CD of the National Association for Research in Science Teaching (NARST). San Francisco, CA, USA.

Nielsen, W., Anderson, D., & Nashon, S. (2006). Understanding metacognition through group dynamics: Interpreting students social interaction during field trip and classroom science experiences, (#209216). Conference Proceedings CD of the National Association for Research in Science Teaching (NARST). San Francisco, CA, USA States.

Nashon, S. M., Anderson, D., & Nielsen, W. (2005). Students’ metacognitive traits as pointers to their subsequent knowledge construction. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Dallas. TX, USA. (# 205505).

Anderson, D., & Nashon, S. M. (2005). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Dallas, TX, USA. (# 205490).

Mutonyi, H.
, Nashon, S. M., & Nielsen, W. (2005). Perceptual influence on Ugandan senior three students’ understanding of HIV/AIDS. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Dallas. TX, USA. (# 205766).

Nielsen, W., Nashon, S. M., & Mutonyi, H. (2005). Offering senior science in small rural British Columbia schools: Perceptual expectations of students. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Dallas, TX, USA. (# 206078).

Nashon, S. M., & Nielsen, W. S. (2004). Decisions about Physics 12: Perceptual influence of mathematics. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Vancouver, BC, Canada. (# 203879).

Nielsen, W. S., & Nashon, S. M. (2004). Factors impacting senior science and mathematics in small rural British Columbia schools. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Vancouver, BC, Canada. (# 204242).

Nashon, S. M. (2003). The status of Physics 12: Reflections from UBC science teacher candidates, Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Philadelphia, . (# 202379).

Hisasaka, T., Anderson, D., Nashon, S., Hatakeyama, S., & Yagi, I. (2003). Learning outcomes of physics experimental learning in amusement parks. Proceedings of the 42nd Conference of Association of Physics Education – Japan (North Eastern Branch) Fukushima, Japan.

Watanabe, E., Hisasaka, T., Anderson, D., Nashon, S., & Yagi, I. (2003). Atomic physics metaphors: Playing with static ball. Proceedings of the 42nd Conference of Association of Physics Education – Japan (North Eastern Branch) Fukushima, Japan.

Editorships

Nashon, S., Anderson, D., & Wright, H. (Guest Eds.)(2007). African ways of knowing, worldviews and pedagogy. Journal of Contemporary Issues in Education, 2 (2).

Wright, H.K., Nashon, S., & Anderson, D. (Guest Eds.). (2007). African education: Worldviews, ways of knowing and pedagogy. Diaspora, Indigenous and Minority Education, 1( 4).

Books

Madera, S. (1996). Revision mathematics for primary teacher education. Nairobi: East African Educational Publishers.

Madera, S., Ngure, J., Sabwa, D., & Achola, C. (1994). EAEP Primary mathematics book 7. Nairobi: East African Educational Publishers.

Madera, S., Ngure, J., Sabwa, D., & Achola, C. (1994). EAEP Primary mathematics book 8. Nairobi: East African Educational Publishers.

Book Chapters

Nashon, S. (2012). Reframing and indigenizing science education in Africa. In Handel K. Wright and Ali A. Abdi (Eds.), The Dialectics of African Education and Western Discourses: Appropriation, Ambivalence and Alternatives (Chapter 8). New York: Peter Lang Publishing.

Nashon, S. M., & Adler, J. D. (2012). Constructivist, analogical and metacognitive approaches to science teaching and learning. In F. Ornek and I. M. Saleh (Eds.), Contemporary Science Teaching Approaches: Promoting conceptual understanding in science (chapter 5). Charlotte, NC: Information Age Publishing, INC. (FA)

Dissertations and Theses

Nashon, S. M. (2001) Teaching and learning high school physics through analogies: A case study of Kenyan classrooms. Unpublished Doctor of Education Dissertation in the Department of Curriculum, Teaching and Learning (CTL), OISE/University of Toronto, ON, Canada.

Nashon, S. M. (1989). Practical work in science: A critical look at practical work in Kenyan secondary schools. Unpublished MEd Thesis, School of Education, The University of Leeds, UK.

Nashon, S. M. (1988). Science education in “Harambee” secondary schools in Kenya. Unpublished Advanced Diploma in Educational Studies (DES) Thesis, School of Education, The University of Leeds, UK.

Conference Presentation Papers:

MacDonald, A. L., Milner-Bolotin, M., Carolan, J., Fisher, H. A., Nashon, S. & Scott, S. (2014). Analyzing Undergraduate Students’ Attitudes and Beliefs about Physics: Influence of Gender and Year of Study. Paper presented at 2nd Biannual International Conference, University of British Columbia, Vancouver, BC, Canada, July 12 – 15.

Parvaneh-nezhad, Z. & Nashon, S. (2014). Physics teachers’ beliefs and intentions about the use of formula in motion context. Paper presented at 2nd Biannual International Conference, University of British Columbia, Vancouver, BC, Canada, July 12 – 15.

Ooko, S. A, Nashon, S., Anderson, D., Okeyo, J. B., Beru, F., & Okemwa, P. (2014). African knowledge on Endod (phytolacca dodecandra) and its potential for medicinal uses in Kenya. Paper presented at 2nd Biannual International Conference, University of British Columbia, Vancouver, BC, Canada, July 12 – 15.

Adler, J. D., Nashon, S. M., Scott, S. & Ludemann, J. (2014). Interpreting Students’ Understanding of Choking in Children Through Web-Based Learning Experiences. Paper presented at 2nd Biannual International Conference, University of British Columbia, Vancouver, BC, Canada, July 12 – 15.

Beru, F., Nashon, S., Anderson, D., Opata, P., Ooko, S., Okemwa, P. & S Wafula, S. (2014). An Exploratory study on the Impact of woodfuel use and planning strategies for its sustainability in Western Kenya. Paper presented at 2nd Biannual International Conference, University of British Columbia, Vancouver, BC, Canada, July 12 – 15.

Nashon, S.M., Anderson, D., & Namazzi, E. (2013). Students’ science learning through a local context In Kenya: Teacher perspectives. Paper presentated at the 2013 CSSE Annual Conference. Victoria, BC, Canada.

Nashon, S. M., Anderson, D., Ooko, S., Beru, F. K., Okemwa, P. & Ombogo, P. (2013). Effective group learning: A case of perspectives from Kenyan high school students. Paper presented at The 3rd Annual International Conference on Advances in Technology and Socio–Economic Development (ATSED 2013), Eldoret Polytechnic, Kenya, 29 – 31 May 2013.

Nashon, S. M., Anderson, D., Beru, F. K., & Ooko, S. (2013). Kenyan students’ resonance with contextualized science: Critical reflections on traditional science curriculum and instruction. Paper presented at The 3rd Annual International Conference on Advances in Technology and Socio–Economic Development (ATSED 2013), Eldoret Polytechnic, Kenya, 29 – 31 May 2013.

Nashon, S. M., Mayer–Smith, J., Peterat, L., & Anderson, D. (2013). Teacher learning in contextualized science programs: Kenyan and Canadian teachers’ experiences and professional development. Paper presented at the 2013 Annual meeting of the American Educational Research Association (AERA) conference. San Francisco, CA, USA.

Nashon, S. M. (2012). Instrument for assessing disposition for contextual learning of science (I_ADCLOS) of students in East Africa. Paper presented at 4th Annual International Conference, Masinde Muliro University of Science and Technology, Kakamega, Kenya, June 28 – 30.

Tan, Y. S. M., & Nashon, S. M. (2012). Teacher learning and professional development through a hybridized action research: The case of learning study approach to teaching unfamiliar content in high school Biology in Singapore. Paper presented at 4th Annual International Conference, Masinde Muliro University of Science and Technology, Kakamega, Kenya, June 28 – 30.

Nashon, S. M., Anderson, D., Okemwa, P., Kelonye, F., Ooko, S., & Ombogo, P. (2012). Student learning impact on science teachers’ teaching: The case of a Form 3 science class in Kenya. Paper presented at The First Annual International Conference on Advances in Technology and Socio–Economic Development (ATSED 2012), Eldoret Polytechnic, Kenya, May 16 – 18.

Nashon, S., Beru, F., & Ooko, S. (2011). Understanding, interpreting and profiling Kenyan students’ worldviews of science learning. Paper Presented at The First Annual International Conference on Advances in Technology and Socio–Economic Development (ATSED 2011), Eldoret Polytechnic, Kenya, May 12 – 13.

Nashon, S., Adler, J. D, Ludemann, J., & Scott, S. (2011). Web Based Education: Investigating Students’ Understanding and Interpretation of Choking in Children – Lessons Beyond Cultural Borders. Paper Presented at ICT and Informatics in Globalized World of Education (IIGWE) Conference, Mombasa, Kenya, August 16 – 19, 2011.

Nashon, S. M. (2011). Investigating and understanding students’ disposition for contextual learning of science in Kenya. Paper Presented at ICT and Informatics in Globalized World of Education (IIGWE) Conference, Mombasa, Kenya, August 16 – 19.

Nashon, S. M., & Anderson, D. (2011). Effect of student learning on science teachers’ teaching: The case of a Form 3 science class in Kenya. Paper Presentation at NARST Annual International Conference, Orlando, FL, USA, April 3 – 6.

Adler, J. D., Nashon, S., Ludemann, J., & Scott, S. (2011). Students’ understanding and interpreting choking in children by grade fives. Paper Presented at the 2011 CSSE Annual Conference, University of New Brunswick and St. Thomas University, Fredericton, NB, Canada, May 29 – June 1.

Nashon, S. (2011). Investigating and understanding East African students’ disposition for contextual learning of science. Paper Presented at the 2011 CSSE Annual Conference, University of New Brunswick and St. Thomas University, Fredericton, NB, Canada, May 29 – June 1.

Nashon, S., & Anderson (2011). Effect of student learning on science teachers’ teaching: The case of a Form 3 science class in Kenya. Paper Presented at the 2011 NARST Annual Conference, Orlando, FL, USA, April 3 – 6.

Bergere, T., & Nashon, S. M. (2010). Understanding student learning through personal conceptions of nature of science in a post–secondary classroom. Paper presented at 2010 CSSE Annual Conference, Concordia University, Montreal, QC, Canada, May 28 – June 1.

Nashon, S., & Anderson, D. (2010). Kenyan students’ resonance with contextualized science: Their critical reflections on traditional science curriculum and instruction. Paper presented at 2010 CSSE Annual Conference, Concordia University, Montreal, QC, May 28 – June 1.

Nashon, S. M., & Anderson, D. (2010). Profiling and interpreting East African students’ science learning worldviews. Paper presented at the 2010 National Association for Research in Science Teaching (NARST) Annual Conference Philadelphia, PA, USA, March 21 – 24.

Anderson, D., & Nashon, S. (2009). Understanding Kenyan learners through Jua Kali visit discourses. Paper presented at the 2009 Annual Meeting of the Visitor Studies Association (VSA), St Louis, MO, USA, July 21 – 25.

Adler, J.D., Scott, S.A., Nashon, S. M. (2008). The relationship between philosophical, pedagogical, & content knowledge among elementary science teacher candidates. Paper Presented at The Canadian Society for the Study Of Education (CSSE), The University of British Columbia, Vancouver, BC, May 31 – June 3.

Adler, J.D., Scott, S.A., & Nashon, S. M. (2008). The relationship between philosophical, pedagogical, & content knowledge among elementary science teacher candidates. Poster presented at the American Educational Research Association (AERA) Annual Conference, New York City, NY, USA, March 24 – 28. (1 poster)

Nashon, S., & Anderson, D. (2008). Interpreting student learning through integrated classroom–field trip science discourses in Kenya. Paper presented at the 2008 NARST Annual International Conference, Baltimore, MA, USA, March 30 – April 2.

Owuor, J. A., & Nashon, S. M. (2008). Kenya’s urban high school teachers’ perceptions of diversity: Implications for curriculum and pedagogy. Paper presented at The Canadian Society for the Study Of Education (CSSE), The University of British Columbia, Vancouver, BC, Canada, May 31 – June 3.

Moll, R.F., Nashon, S., & Anderson, D. (2007). Characterizing student experiences in physics competitions: The power of emotions. Poster presented at the Annual Meeting of the American Association of Physics Teachers, Seattle, WA, USA, January 5 – 10. (1 poster). (CA)

Moll, R.F., Nashon, S., & Anderson, D. (2007). The impact of participating in Physics Olympics competitions on student emotions and motivations. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA, April 9 – 13.

Moll, R.F., Nashon, S., & Anderson, D. (2007). The impact of participating in Physics Olympics competitions on science identity. Paper presented at the Annual Meeting of the Canadian Association for the Study of Education, Saskatoon, SK, Canada.

Moll, R.F.
, Nashon, S., & Anderson, D. (2007). The impact of participating in Physics Olympics competitions on students’ attitudes towards physics. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA, USA, April 18 – 21.

Mutonyi, H., Nashon, S., & Nielsen, W. (2006). Interpreting student understandings of HIV/AIDS and their effects on biology instructions in Ugandan classrooms. Paper Presented at National Association of Research in Science Teaching (NARST), San Francisco, CA, USA, April 3 – 6.

Mutonyi, H., Nielsen, W., & Nashon, S. (2006). Culture, sexuality, and HIV risk among adolescents in eastern Ugandan schools. Paper presented at the Canadian Society for the Study of Education (CSSE), York University, Toronto, ON, Canada, May 27 – 30.

Nashon, S., & Anderson, D. (2006). Novel problem solving in an amusement park physics program. Paper presented at the National Association of Research in Science Teaching (NARST), San Francisco, CA, USA.

Nashon, S., Anderson, D., & Nielsen, W. (2006). The role of meta–cognition in student analogical thinking during novel physics problem solving. Paper presented at the Canadian Society for the Study of Education (CSSE), York University, Toronto, ON, Canada, May 27 – 30.

Nielsen, W., Nashon, S., & Anderson, D. (2006). Understanding metacognition through group dynamic: interpreting students’ social interaction during field trip and classroom science experiences. Paper presented at National Association of Research in Science Teaching (NARST), San Francisco, CA, USA.

Thomas, G., Anderson, D., & Nashon, S. (2006). Development and validity of an instrument designed to investigate elements of science students’ metacognition, self–efficacy and learning processes: SEMLI–S. Paper presented at Australian Science Education Research Assessment (ASERA), Canberra, Australian Capital Territory, Australia.

Nielsen, W., Nashon, S., & Mutonyi, H. (2005). Senior science course delivery in rural British Columbia schools: Perceptual expectations of students and teachers. Paper presented at the American Educational Research Association (AERA) Annual Conference, Montreal, QC, Canada.

Nielsen, W., Nashon, S., & Anderson, D. (2005). Engaging metacognition during field trip experiences: A case study of students in an amusement park physics program. Paper presented at the Canadian Society for the Study of Education (CSSE) Annual Conference, London, ON, Canada.

Nashon, S., Anderson, D., Thomas, G., Yagi, I., Nielsen, W., & Hisasaka, T. (2005). Students‚ metacognitive characters as predictors of their subsequent knowledge construction. Paper presented at the American Educational Research Association (AERA) Annual Conference, Montreal, QC, Canada.

Mutonyi, H., Nashon, S. M., & Nielsen, W. (2005). The nature of analogical, metaphorical and simile–like expressions of HIV/AIDS among Senior Three Ugandan biology students. Paper presented at the American Educational Research Association (AERA) Annual Conference, Montreal, QC, Canada.

Nashon, S. M., Anderson, D., & Nielsen, W. (2005). Students’ metacognitive traits as pointers to their subsequent knowledge construction. Paper presented at the National Association for
Research in Science Teaching (NARST) Annual Conference
, Dallas, TX, USA.

Anderson, D., & Nashon, S. M. (2005). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Dallas, TX, USA.

Nielsen, W., Nashon, S. M., & Mutonyi, H. (2005). Offering senior science in small rural British Columbia schools: Perceptual expectations of students. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Dallas, TX, USA.

Mutonyi, H., Nashon, S. M., & Nielsen, W. (2005). Perceptual influence on Ugandan senior three students’ understanding of HIV/AIDS. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Dallas, TX, USA.

Nielsen, W. S., & Nashon, S. M. (2004). Accessing senior science courses in rural British Columbia: A cultural border crossing metaphor. Paper presented at the Canadian Society for the Study of Education Annual Conference, Winnipeg, MB, Canada.

Nashon, S. M., & Nielsen, W. S. (2004). Decisions about Physics 12: Perceptual influence of mathematics. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Vancouver, BC, Canada.

Nielsen, W., & Nashon, S. M. (2004). Factors impacting senior science and mathematics in small rural British Columbia schools. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Vancouver, BC, Canada.

Watanabe, E., Sakamoto, Y., Hisasaka, T., Nashon, S., Anderson, D., & Yagi, I. (2004). Atomic physics metaphors: Playing with static ball (II). Paper presented at the 43rd Conference of Association of Physics Education, (North Eastern Branch) Fukushima, Japan.

Hisasaka, T., Anderson, D., Nashon, S., & Yagi, I. (2004). Learning outcomes of physics experimental learning in amusement parks (II). Paper presented at the 43rd Conference of Association of Physics Education, (North Eastern Branch) Fukushima, Japan.

Nashon, S. M., & Nielsen, W. S. (2004). The status of Physics 12 in BC: A case study of science teachers’ and students’ perceptual views. Paper presented at the Canadian Society for the Study of Education (CSSE) Annual Conference, Winnipeg, MB, Canada.

Nashon, S. M. (2004). Physics Perceived as Another Math: Perspectives from school science teachers and students. Paper presented at the Canadian Society for the Study of Education (CSSE) Annual Conference, Winnipeg, MB, Canada.

Nashon, S. M., & Anderson, D. (2003). Problem solving strategies in school physics: A case of appropriate grade–level strategy implementation by physics teacher candidates. Paper presented at the Catalyst Conference, Richmond, BC, Canada.

Anderson, D., & Nashon, S. M. (2003). Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Paper presented at the Catalyst Conference, Richmond, Vancouver, Canada.

Nashon, S. M., (2002). High school science in BC: The status of Physics 12. Paper presented at the “Investigating Our Practices Conference”, University of British Columbia, Vancouver, BC, Canada.

Nashon, S, M. (2002). High school science in BC: The status of physics 12. Poster presentation at the Faculty of Education Research Day, University of British Columbia, Vancouver, BC, Canada. (1 poster).

Nashon, S. M. (2002). The nature of analogical explanations high school physics teachers use in Kenya. Paper presentation at the Canadian Society for the Study of Education (CSSE) Annual Conference, OISE/University of Toronto, ON, Canada.

Nashon, S. M. (2001). Analogous instruction in physics: Post instruction frameworks in EMF, BEF and PD among high school students in Kenya. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, St. Louis, MO, USA.

Nashon, S. M. (2001). Environmental and anthropomorphic analogies: Physics teaching in a Kenyan high school. Paper presented at the inaugural Students’ Conference, OISE/ University of Toronto, Toronto, ON, Canada.

Nashon, S. M. (2000). Teaching and learning high school physics concepts through analogies in a Kenyan classroom. Paper presented at the American Educational Research Association (AERA) Annual Conference, New Orleans, LA, USA.

Reports

Hisasaka, T., Anderson, D., Nashon, S., & Yagi, I. (2005). Amusement park education (II). The Annual Report of the Faculty of Education, 64, 105–112. Iwate University, Japan.

Hisasaka, T., Anderson, D., Nashon, S., Shigematsu, K., Watanabe, E., Yagi, I., & Hatakeyama, S. (2003). Advocating “Amusement Park Education” by means of engaging the program: Learning through experiencing science at the amusement park. The Annual Report of the Faculty of Education, 64, 149–155. Iwate University, Japan.

Research Projects

Funded Research Project Participation

Title Granting Agency Year
Learning as boundary crossing practices: An exploratory study of immigrants in the engineering profession in Canada SSHRC 2014 – 2017
Constitution of transnational social space: Migrant women managing careers in sciences and engineering between China and Canada. UBC Hampton Grant 2014 – 2016
Living, Learning and Teaching in a Refugee Camp SSHRC 2013 – 2018
Developing a Knowledge Creation and Research Mobilization Partnership for Studying Teacher Learning within a Refugee Camp UBC Hampton Grant 2012 – 2014
Building primary/secondary teaching capacities in the Dadaab camps, Kenya by increasing access to higher education CIDA 2012 –2017
Investigating the “Best Technology–Based Science Instructional Practices” in Canadian and Korean Secondary Teacher Education Programs UBC Hampton Grant 2011 – 2013
UBC Sustainability Initiative Teaching & Learning Spotlight Programme: A Proposal for Transforming Sustainability Education in Teacher Education UBC University Sustainability Initiative 2011 – 2012
Elementary Teachers As Designers of Technology–Enhanced Science Instruction: The effects on teachers’ views of the Nature of Science and Technological Pedagogical Content Knowledge HSS Large 2010 – 2012
Teacher Pedagogy & School Culture: The Effect of Student Learning on Science Teachers’ Teaching and Culture in East Africa SSHRC 2010 – 2015
Educating about Hazards of Choking UBC Hampton 2008 –2010
Expanding the Masters in Museum Education: A Cross–institutional, Trans–disciplinary program for New Audiences, New Visions, and Critical Issues in Museum Education University Investment Fund 2008 –2009
Aboriginal Transitions: Undergraduate to Graduate Studies (AT: U2G) UBC BC Ministry of Education 2007 –2010
East African Students’ Ways of Knowing in Science Discourses SSHRC 2006 –2009
Investigating The Relationship Between Philosophical, Pedagogical, And Content Knowledge Among Elementary Science Teacher Candidates UBC Enhancing Research and Inquiry in Teacher Ed. 2005 –2008
Investigating the Impact of Interactive Lecture Experiments (ILE) on Undergraduate Students’ Academic Achievement, Motivation and Attitudes Towards Science UBC TLEF (Collaborator) 2006 –2008
Metacognition and Reflective Inquiry (MRI): Understanding Learning Across Contexts SSHRC 2004 –2008
The Nature of Metaphorical, Analogical and Simile–like Expressions for HIV/AIDS: A case study of Ugandan Biology Classrooms Faculty of Education Masters Students Research Assistantship Grant 2004
Accessing science and Mathematics Course Offerings: A Case of Rural BC High Schools Faculty of Education Masters Students Research Assistantship Grant 2003
High school science in BC: The status of Physics 12 UBC Humanities & Social Sciences (HSS) Large Grant 2002 –2004
Why high school students do not major in physics: Perspectives from UBC science teacher candidates HSS Hampton New Faculty Start–up Grant 2002