Adam Johnston

Some stuff I write that might actually be interesting:

• A series of guest commentaries in the Standard-Examiner they let me contribute monthly.
  Some of my favorites are this piece about supporting teachers and this one about the promise of public education.
• I write some other pieces on a blog, First Drafts.
  I included a note I wrote to students about why I ask them to send me an email, a speech I gave for a graduation ceremony and why we should embrace failure, a reflection on who I am as a teacher, observations of students and learning, and some science I’m learning.
• Some stuff I write for my classes and teachers.
  This includes scientists blowing bubbles and my description of the universe.

Selected stuff I wrote that only a few people are interested in:

My citation index on Google Scholar.

• Johnston, A. & Amsel, E. (July, 2014). Metacognitive Intercessions in Student Conceptions. Invited presentation at the Summer Meeting of the American Association of Physics Teachers, Minneapolis, MN.
• Settlage, J. & Johnston, A. (2014). The Crossroads Model. Educational Leadership, 71(8), 67-70.
• Johnston, A. (2014). Matter and Energy. In C. A. Wilson (Ed.), Passing the State Science Proficiency Tests: Essential Content for Elementary and Middle School Teachers (pp. 36-44). Lanham, MA: University Press of America.
• Johnston, A., Butler, M. B., Moore Mensah, F., Williams, B. (2011).  Playing with science: Models for engaging communities. Children, Youth, and Environments. 21(2), 312-324.
• Amsel, E. & Johnston, A. (2010). Training the preschool scientist-in-waiting(Book review of Gelman et al., Preschool pathways to science: Facilitating scientific ways of thinking, talking, doing, and understanding, Paul H. Brookes Publishing Company), 31(6), 484-486.
• Johnston, A. & Amsel, E. (2010, June). Students’ Understanding of the Scientific Process: Transformation or Stagnation? Workshop presented at the Annual Meeting of the Council on Undergraduate Research, Ogden, UT.
• Hernandez, M. W., Johnston, A., Domek, M. J., Inglefield, C., Rague, B. (2010, June). A STEM Interdisciplinary Research Experience Program for Pre-Service Science Teaching and Science/Technology Majors: Introduction and Experiences from the Initial Scientific Inquiry Course. Poster presented at the Annual Meeting of the Council on Undergraduate Research, Ogden, UT.
• Amsel, E., Johnston, A., Alvarado, E., Kettering, J., Rankin, R., & Ward, M. (2009).  The effect of perspective on misconceptions in psychology:  A test of conceptual change theory.  The Journal of Instructional Psychology, 36, 289-296.
• Drits, D., Johnston, A., & Palen, S. (2009, April). On the Road: Effectiveness of an Experiential Professional Development Program on Teacher Perceptions of Self and Science. Paper presented at the Annual Meeting of the National Association of Research for Science Teaching, Garden Grove, CA.
• Settlage, J., Johnston, A., & Kittleson, J. (2009, April). Crafts(wo)men and Guilds: Expertise Development among Science Education Researchers. Paper presented at the Annual Meeting of the National Association of Research for Science Teaching, Garden Grove, CA.
• Settlage, J., & Johnston, A. (2009, April). Between Sputnik’s Launch and Halley’s Return: Grand Challenges at the Crossroads. Presidential Invited Session presented at the Annual Meeting of the National Association of Research for Science Teaching, Garden Grove, CA.
• Amsel, E., Klaczynski, P. A., Johnston, A., Bench, S., Close, J., Sadler, E., Walker, R. (2008). A dual-process account of the development of scientific reasoning: The nature and development of metacognitive intercession skills. Cognitive Development, 23(4), 452-471.
• Johnston, A. & Settlage, J. (2008). Framing the professional development of members of the science teacher education community. Journal of Science Teacher Education, 19, 513-521.
• Johnston, A. (2008, May). Extraordinary Education from Ordinary Ideals [pdf slides]. Keynote address presented at the Rocky Mountain Regional Meeting of the National Academic Advising Association. 
• Johnston, A., Settlage, J., Moss, D. M., & Carlone, H. (2008, April). Perspectives of scholar activism, pragmatism, and orchestration in science education. Symposium presented at the Annual Meeting of the National Association of Research for Science Teaching, Baltimore, MD. 
• Settlage, J. & Johnston, A. (2008, March). Communities of Learning, Practice, and Scholarship: Applying Social Learning Systems Theory to an Association of Educational Stakeholders. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. 
• Amsel, E. & Johnston, A. (2008, March). The role of imagination in conceptual change. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. 
• Johnston, A. (2008). Demythologizing or dehumanizing? A response to Settlage and the ideals of open inquiry. Journal of Science Teacher Education.19(1), 11-13. 
• Johnston, A. (2007, September). Orchestrations of Science Education Adventurism. Keynote address given at Science Education at the Crossroads, Amherst, MA.
• Johnston, A. (2007, September). ‘Correspondence to:’  Paper presented at Science Education at the Crossroads, Amherst, MA.
• Johnston, A. (2007). Emphasizing the Tentative Nature of Science in the Classroom. In Settlage, J & Southerland, S.A. (2007). Teaching science to every child: Using culture as a starting point. New York: Routledge. [ISBN 9780415956369]
• Settlage, J. & Johnston, A. (2007). In the present. Journal of Science Teacher Education, 18(1), 129-132. 
• Johnston, A. (2007).  Book reviews: Walking Zero, by Chet Raymo.  American Journal of Physics, 75, 478. 
• Johnston, A. (2007, January).  Student Thinking in Science and Math. Workshop presented at the Weber State University Adjunct Faculty Retreat, Layton, UT. 
• Settlage, J., Johnston, A., Meadows, L., Harkins, H., Kittleson, J. (2007, January). Professional Development at a Crossroads. Using Vexations as the Focal Point. Workshop presented at the Annual Meeting of the Association for Science Teacher Education, Clearwater, FL. 
• Sowell, S., Johnston, A., Southerland, S. A. (2007). Calling for a focus on where learning happens: A response to Abd-El-Khalick and Akerson. Science Education, 91(1), 195-199. 
• Johnston, A. (2006, September). The Good Book for Our Science Education Neighborhood.  Paper presented at Science Education at the Crossroads, Ogden, UT.
• Johnston, A., Southerland, S. A., Sowell, S. (2006). Comments and criticisms: Dissatisfied with the fruitfulness of ‘learning ecologies’. Science Education, 90(5), 907-911. 
• Southerland, S. A., Johnston, A., Sowell, S. (2006). Describing teachers’ conceptual ecologies for the nature of science. Science Education, 90(5), 874-906. 
• Johnston, A. (2006, April). Learning the nature of research: Models for undergraduate research experiences? Pre-conference presentation at the Annual Meeting of the Rocky Mountain Psychological Association, Park City, UT. 
• Johnston, A. & Amsel, E. (2006, April). Student Questioning and Reflection in Introductory Astronomy. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA. 
• Johnston, A. & Settlage, J. (2006, January). Science Education at the Crossroads. Paper presented at the Annual Meeting of the Association for Science Teacher Education, Portland, OR.
• Johnston, A. (2005). What Learning Leaves. Presentation at Science Education at the Crossroads, University of Connecticut, Storrs, CT. 
• Johnston, A. (2005). The Physics of Brewing Beer. Presentation at the Summer Meeting of the American Association of Physics Teachers, Salt Lake City, UT. 
• Southerland, S., Sowell, S., Johnston, A., & Settlage, J. (2005, April). Perhaps triangulation isn’t enough: A call for crystallization as a methodological referent in NOS research.  Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
• Southerland, S., Johnston, A., & Sowell, S. (2005, April).  Reinvoking conceptual ecologies: Inservice teachers’ conceptual change in nature of science.  Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Dallas, TX.
• Inglefield, C., & Johnston, A. T. (2004). What Constitutes Successful Undergraduate Research? Journal of Materials Education, 26(3&4), 261-266.
• Johnston, A. (2004, April). Learning the process of science: The case of undergraduate research and the nature of science.  Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada.
• Johnston, A. & Settlage, J. (March/April 2004). Brewing professors: A formula to make science fun. Brew Your Own, 64.
• Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching. American Educational Research Journal, 40(3), 731-767.
• Sherry A. Southerland, S.A., Gess-Newsome, J., Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669-691.
• “The Joy of Teaching,” a keynote address I gave at the 2003 Nye/Cortez Honors Banquet.
• Kittleson, J., Shipman, H., Jordon, J., Southerland, S., Johnston, A., Jackson, D., Meadows, L. (2003, March).  Science and Religion in the Context of Science Education.  Symposium presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA
• Southerland, S. A., Settlage, J., Johnston, A. T., Scuderi, A., Meadows, L. (2003, March).  Development and application of a web-based NOS instrument: Making students aware of their NOS conceptions.  Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
• Smith, M. T., Inglefield, C. E., & Johnston, A. T. (2002, August).  Atomic force microscope model.  Poster presented at the Summer Meeting of the American Association of Physics Teachers, Boise, ID.
• Johnston, A. T., & Southerland, S. A. (2002, April). Conceptual ecologies and their influence on nature of science conceptions: More dazed and confused than ever.   Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
• Johnston, A. T., & Southerland, S. A. (2001, November) The multiple meanings of tentative science.  Paper presented at the 6th International History, Philosophy, and Science Teaching conference, Denver, CO.
• Johnston, A. T., & Southerland, S. A. (2001, March).  Conceptualizing the nature of science: Extra-rational evaluations of tiny atoms, round planets, and big bangs.  Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, St. Louis, MO.
• Gess-Newsome, J., Southerland, S. A., Johnston, A. T., & Woodbury, S. (2001, March).  Offering a model of reform: The interaction of factors and their impact on scientists’ practice of reform-based teaching.  Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, St. Louis, MO.
• Gess-Newsome, J., Southerland, S. A., Johnston, A. T., & Woodbury, S. (2001, January). Reforming the reformers: Conceptual change of scientists’ conceptions of teaching and learning. Paper presented at the annual meeting of the Association for the Education of Teachers in Science, Costa Mesa, CA.
• Doctoral dissertation (Defended Sept. 15, 2000): A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology.
• Southerland, S. A., Gess-Newsome, J., & Johnston, A. (April 28-30, 2000). Defining Science In the Classroom: How Scientists’ Views Shape Classroom Practice. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, New Orleans, LA.
• Johnston, A. T., & Southerland, S. A. (April 28-30, 2000). A Reconsideration of Science Misconceptions Using Ontological Categories. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, New Orleans, LA.
• Johnston, A. (Winter, 2000). “Deliberating over science curricula: A ‘mundane’ solution.”  National Honors Report, pp 21-27. 
• Gess-Newsome, J., Southerland, S. A., & Johnston, A. T. (January 6-9, 2000). Translation of Teachers’ Views to Students’ Understandings of the Nature of Science: Examining a Reform Based College Science Course. Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science, Akron, OH.