Jonathon Grooms

Jonathon Grooms
Assistant Professor, Curriculum and Pedagogy; Science
(202) 994-2007

Dr. Grooms has a background in chemistry and physics education that includes several years as a physical science instructor with students across the K-12 continuum.

Building from his classroom experiences, his research and scholarship centers on how teachers support their students’ engagement with the essential practices of science and engineering and how teachers’ conceptions of disciplinary practices of science influence classroom decisions regarding student instruction.

Dr. Grooms is currently examining the role of scientific argumentation as an instructional emphasis and how such classroom contexts support students’ development of science proficiency. This work is strongly aligned with current standards movements such as the Next Generation Science Standards and the Common Core State Standards in Mathematics and English Language Arts.

For additional information about Dr. Grooms, please visit:

Episode 2: The State of STEM Education - Arguing from Evidence How do we keep young people interested in science? Has the U.S. caught up with other countries in preparing students for careers in STEM (science, technology, engineering, and math)? Dr. Jonathon Grooms discusses the state of STEM education in the U.S. and his research on engaging students in authentic science experiences on Episode 2 of the EdFix podcast.


Grooms, J., Enderle, P., & Sampson, V. (2015). Coordinating scientific argumentation and the Next Generation Science Standards through argument-driven inquiry. Science Educator, 24(1), 45-50.

Grooms, J., Sampson, V., & Golden, B. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412-1433.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

Sampson, V., Grooms, J., & Walker, J. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217-257.

In the News

Dr. Jonathon Gooms is the Co-Principal Investigator on a $1.2 million National Science Foundation grant for a project aimed at transforming the way that chemistry is taught in the Baltimore City public high schools. The Baltimore Ecosystem Study (BES) is partnering with Baltimore City Public Schools on an innovative approach to convey how chemistry shapes the local environment. According to the project press release, Dr. Grooms will lead efforts to assess how teachers enact the newly designed Integrating Chemistry and Earth (ICE) Science unit and what students learn during the experience. The Baltimore Sun announced the award in its article National Science Foundation gives $1.2 million to bolster high school chemistry in Baltimore.

Drs. Larry Medsker (CCAS and GSEHD), Daniel Ullman (CCAS), Jonathon A. Grooms (GSEHD), LaKeisha M. McClary (CCAS), and Tiffany-Rose Sikorski (GSEHD) were awarded a grant of $1,496,905 from the The National Science Foundation for their 5-year project STEM Teaching Excellence in High-Need Schools: Teacher Preparation in the Nation's Capital. Drs. Jerry Feldman (CCAS) and Curtis Pyke (GSEHD) are also on the grant as Other Senior Personnel. This award started April 1 , 2017.

Dr. Tiffany Sikorski (PI), Dr. Jonathon Grooms (co-PI), and Dr. Curtis Pyke (co-PI) are collaborating with Charles E. Smith Jewish Day School (CESJDS) on a project to develop a new integrated JK-5 STEM curriculum.