Presentations at Conferences (without Submitted Papers)
“Identifying Teacher Moves that Support Model-Based Learning of Concepts in Electricity through an Analysis of Student- Teacher Discourse” – ACASE Annual Conference, St. Francis Xavier University, Antigonish, NS, July, 2005
“What the Volunteer Experience Means to Senior Citizen Science Museum Exhibit Interpreters” – ASTE Northeast Conference, Amherst, MA, Oct., 2005
“Model-Based Learning of Concepts in Electricity: Effects on Students’ Reasoning Strategies, Confidence, and Attitudes in Science” – AERA Conference, San Francisco, CA, April, 2006
“An Introduction to Model-Based Instruction in Science” – ACASE Annual Conference, Memorial University of Newfoundland, St. John’s, NF, July, 2007
“Gender Inequities in Science Education: What You Can Do to Close the Gap in Learning Opportunities” – ACASE Annual Conference, Saint Mary’s University, Halifax, NS, July 2008
“Comparing Expert Learning Processes to Those That Exemplary Teachers Foster in Whole Class Discussions” - European Science Education Research Association Conference, Nicosia, Cyprus, Sept., 2013 (presented by John J. Clement)
"Kinulations: Fostering K-12 Students’ Understanding of Science Concepts through Participation in Kinesthetic Simulations." University of Maine - RiSE (Research in STEM Education) Center Colloquium, Orono, ME. Nov, 2014
“The Science Selfie Project: Using Video Recordings of Your Science Teaching as Reflective Practice.” - New Brunswick Anglophone North School District Science Teachers' PD Day, Miramichi, Canada. Nov., 2014.
“Let's Kinulate That! Fostering Understanding of Science Concepts through Kinesthetic Simulations.” - Humanities Education and Research Association Annual Conference, San Francisco, United States. April, 2015.
“Physics Kinulations: Engaging Students in Kinesthetic Simulations of Abstract Concepts.” - Atlantic Physics Teaching Day - University of New Brunswick, Fredericton, Canada. May, 2015.
“Using Predictive and Explanatory Drawings to Support Student Reasoning in Physics.” - Atlantic Physics Teaching Day - University of New Brunswick, Saint John, NB, Canada, Oct., 2016.
"Kinesthetic Simulations: Model-Based Teaching and Learning in Science." Canadian Society for Studies in Education Annual Conference, Toronto, ON, May, 2017.
"Minds-On, Bodies-In Learning: Constructing Scientific Models with Kinulations." New Brunswick Education Research Symposium, St. Thomas University, Fredericton, NB, April 2018.
"The House That STEM Built: Highlighting the Science, Technology, Engineering and Mathematics in the Building and Construction Trades." New Brunswick Education Research Symposium, University of New Brunswick, Fredericton, NB, April 2019.
Submitted Papers Published in Conference Proceedings
Williams, E.G. (2006a). The volunteer experiences of senior citizen interpreters at a science museum: a fountain of youth and a foundation for our future. Proceedings of the NARST Annual Conference – San Francisco, CA, April 2006
Williams, E.G. (2006b). The effects of model-based learning of concepts in electricity on students’ reasoning strategies, confidence, and attitudes in science. Proceedings of the NARST Annual Conference – San Francisco, CA, April 2006
Williams, E.G. (2006c). Teacher moves during large-group discussions of electricity concepts: Identifying supports for model-based learning. Proceedings of the NARST Annual Conference – San Francisco, CA, April 2006.
Williams, E.G. (2006d). A comparison of the whole-class discussion-based teaching strategies of two physics teachers utilizing the same model-based curriculum. Proceedings of the ACASE/ AEESA Annual Conference, UNB, Fredericton, N.B., July 6-8, 2006
Williams, E.G. & Clement, J. (2006). Model-based learning of electricity: Improving student reasoning and confidence. Paper Presented at the AAPT Annual Conference, Syracuse, NY, July 2006
Williams, E.G. & Clement, J. (2007b). Identifying model-based teaching strategies: A case study of two high school physics teachers. Proceedings of the NARST Annual Conference – New Orleans, LA, April, 2007
Williams, E.G. & Clement, J. (2007c). Pursuing shared goals through differing Strategies: Comparing the model-based teaching moves of two high school physics teachers. Paper presented at the AERA Annual Meeting – Chicago, IL, April, 2007.
Williams, E.G. & Clement, J. (2008a). Co-constructing explanatory mental models in high school physics: Comparing ratios of teacher/ student participation. Proceedings of the NARST Annual Conference – Baltimore, MD, April, 2008.
Williams, E.G. and Clement, J. (2009). Model co-construction in high school physics: A case study of teachers’ intended instructional pathways and recovery routes. Proceedings of the NARST Annual Conference – Garden Grove, CA, April, 2009.
Williams, E.G. and Clement, J. (2010). Supporting students’ construction of mental models for electric circuits: An investigation of teacher moves used in whole class discussions. Proceedings of the NARST Annual Conference – Philadelphia, PA, March, 2010.
Williams, E.G. and Clement, J. (2011). Multiple levels of discussion-based teaching strategies for supporting students’ construction of mental models. Proceedings of the NARST Annual Conference – Orlando, FL, April, 2011.
Williams, E.G. (2012). Supporting students` conceptual change in physics: Utilizing teaching strategies from the OGEM cycle. Proceedings of the NARST Annual Conference – Indianapolis, IN, March, 2012.
Williams, E.G. and Clement, J. (2013). From research to practice: Fostering pre-service science teachers’ skills in facilitating effective whole class discussions. Proceedings of the NARST Annual Conference – Rio Grande, Puerto Rico, April, 2013.
Clement, J. and Williams, E.G. (2013). Parallel roles of non-formal reasoning in expert scientific model construction and classroom discussions in science. Proceedings of the NARST Annual Conference – Rio Grande, Puerto Rico, April, 2013.
Williams, E.G. and Clement, J. (2014). Using Research on Cognitive Discussion Strategies to Support Pre-Service Science Teachers’ Model-Based teaching Skills. Proceedings of the NARST Annual Conference - Pittsburgh, PA, April, 2014.
Williams, G.; Oulton, R.; & Taylor, L. (2016). Utilizing Cognitive Model Construction Strategies to Support Students’ Participation in Kinesthetic Simulations. NARST 2016 Annual International Meeting, Baltimore, MD, United States, April, 2016.
Williams, G. & Clement, J. (2016). Influencing Pre-Service Science Teachers' Beliefs About Model-Based Whole-Class Discussions. NARST 2016 Annual International Meeting, Baltimore, MD, United States, April, 2016.
Williams, G. & Clement, J. (2017). Model-Based Science Teaching: Changes in Confidence Levels and Attitudes of Female High School Students. AERA 2017 Annual Conference, San Antonio, TX, United States, April, 2017.
Williams, G. & Clement, J. (2017). The Influence of Model-Based Science Teaching on Female High School Students' Attitudes and Confidence Levels. NARST 2017 Annual International Meeting, San Antonio, TX, United States, April, 2017.
Williams, G. & Clement, J. (2017). Co-Constructing Models in High School Physics: Comparing Degrees of Teacher and Student Participation in Whole Class Discussions. NARST 2017 Annual International Meeting, San Antonio, TX, United States, April, 2017.
Invited Papers Published in Conference Proceedings
Williams, E. G. and Clement, J. (2008b). A comparative case study of two CASTLE teachers: Fostering students’ construction of explanatory mental models for electric circuits. An invited paper presentation at the AAPT Winter Meeting, Baltimore, MD, January, 2008
Peer-Reviewed Publications
Williams, E.G. & Clement, J. (2006). Strategy levels for guiding discussion to promote explanatory model construction in circuit electricity. In L. McCullough, L. Hsu, & P. Heron (Eds.) 2006 Physics Education Research Conference, AIP Conference Proceedings, Vol. 883 (pp. 169-172). Melville, NY: American Institute of Physics.
Williams, G. (2013). Facilitating effective whole class discussions: Strategies for science educators. Association of Atlantic Universities. (2012). Proceedings of the 2012 AAU Teaching Showcase, pp. 81-89. Fredericton, NB.
Williams, G. (2014). Using peer and self-assessment to foster the development of pre-service teachers’ presentation skills. Association of Atlantic Universities. (2013). Proceedings of the 2013 AAU Teaching Showcase, Sackville, N.B.
Williams, E.G. & Clement, J. (2015). Identifying multiple levels of discussion-based teaching strategies for constructing scientific models. International Journal of Science Education. 37(1): 82-107.
Williams, G.; Oulton, R.; & Taylor, L. (2017). Constructing scientific models through Kinulations. Science Scope. Vol. 41 No. 4, pp 64-72. NSTA Publications.
Williams, G.; Leger, M.; Sherman, A.; & Ferguson, N. (2019). New Brunswick: Science education in Canada's only bilingual province. In C. Tippett & T. Milford (Eds.) Science Education in Canada, Springer.
Williams, G. & Clement, J. (2019). Co-constructing models through whole class discussions in high school physics. In D. Sunal, J. Shemwell, J. Harrell & C. Sunal (Eds.) Physics Teaching and Learning: Challenging the Paradigm - Research in Science Education Series. Charlotte, NC: Information Age Publishing.
Doctoral Dissertation
Williams, E.G. (2011). Fostering high school physics students’ construction of explanatory mental models for electricity: Identifying and describing whole-class discussion-based teaching strategies. Doctoral Dissertation. University of Massachusetts, Amherst. ProQuest, UMI Dissertations Publishing, 2011, 405 pages; AAT 3465243.