Dr. Jonathon Grooms
Dr. Jonathon Grooms
Associate Professor, Curriculum and Pedagogy; Co-Director, GWTeach
School: Graduate School of Education and Human Development
Department: Curriculum and Pedagogy, Cross-Disciplinary
Contact:
Email:
Dr. Jonathon Grooms
Office Phone:
(202) 994-2007
Dr. Grooms’s research explores how teachers support their students’ engagement in essential practices of science and engineering through instructional approaches and authentic science experiences. Additionally, his work related to scientific argumentation investigates how teachers’ instructional decisions support students’ development of science proficiency and students’ learning of disciplinary core ideas and scientific practices.
Dr. Grooms is involved in several STEM education projects including: EarthX: Advancing Earth Science Instruction Across High School Life and Physical Science (funded by NSF), Integrating Chemistry and Earth Science (funded by NSF), Mentored Experiences to Expand Opportunities for Research version High School (METEOR, funded by NIH), and GWNoyce: STEM Teaching Excellence in High-Need Schools (funded by NSF). Each of these projects investigates factors that influence and enhance students’ learning or support the growth and development of STEM teachers.
Dr. Grooms coordinates the Graduate Certificate in STEM Teaching. He also serves as co-director for GWTeach, GW’s undergraduate STEM teacher preparation program. The GWTeach program allows undergraduate STEM majors to earn their bachelor’s degree in a STEM field as well as earn a minor in STEM Teaching and pursue teacher licensure.
For additional information about Dr. Grooms and his work, please visit: www.jgrooms.com
Ph.D., Florida State University
B.S., Florida State University
- Science Education
- Curriculum Development
- Teacher Professional Learning
- Instructional Methods
Enderle, P., Grooms, J., Sampson, V., Sengul, O., and Koulagna, Y. (2022). How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices. International Journal of Science Education. https://doi.org/10.1080/09500693.2022.2115324
Grooms, J., Fleming, K., Berkowitz, A.R., and Caplan, B. (2021). Exploring modeling as a context to support content integration for chemistry and Earth science. Journal of Chemical Education, 98(7), 2167-2175. https://doi.org/10.1021/acs.jchemed.1c00319
Grooms, J. (2020). A comparison of argument quality and students’ conceptions of data and evidence for undergraduates experiencing two types of laboratory instruction. Journal of Chemical Education, 97(8), 2045-2056. https://doi.org/10.1021/acs.jchemed.0c00026
Grooms, J., Sampson, V., and Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264-1286. https://doi.org/10.1002/tea.21451
Strimaitis, A., Southerland, S., Sampson, V., Enderle, P., and Grooms, J. (2017). Promoting equitable biology lab instruction by engaging all students in a broad range of science practices: An exploratory study. School Science and Mathematics, 117(3), 92-103. https://doi.org/10.1111/ssm.12212
Grooms, J., Enderle, P., Murphy, A., Hutner, T., and Sampson, V. (2016). Argument-Driven Inquiry in Physical Science: Lab Investigations for Grades 6-8. Arlington, VA: NSTA Press.
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. https://doi.org/10.1080/09500693.2014.891160
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. https://doi.org/10.1002/sce.21069
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. https://doi.org/10.1002/sce.20421
Fleming, K., Grooms, J., and Berkowitz, A.R. (2023, April). Exploring Power Amidst Curricular Reform Through the Language of Teachers’ Episodes of Pedagogical Reasoning. Paper presented at the 2023 Annual International Conference of the National Association of Research in Science Teaching (NARST). Chicago, IL.
Fleming, K., Grooms, J., and Berkowitz. A.R. (2023, January). Narrative Analysis of a Teacher Leader’s Experiences with Integrated Science Curricular Reform. Paper presented at the 2023 International Conference of the Association of Science Teacher Education (ASTE). Salt Lake City, UT.
Fleming, K., Grooms, J., Berkowitz, A.R., and Caplan, B. (2022, April). Exploring Ecological Changes in a Teacher Leader’s Reflections upon Integrated Science Curriculum Reform. Paper presented at the 2022 Annual Meeting of the American Educational Research Association (AERA). San Diego, CA.
Nash, F. and Grooms, J. (2022, April). Exploration of Teacher Beliefs in Enacting Social Justice Pedagogy in 7th Grade Science. Paper presented at the 2022 Annual Meeting of the American Educational Research Association (AERA). San Diego, CA.
Fleming, K., Grooms, J., Berkowitz, A.R., Caplan, B. (2022, January). Exploring Ecological Levels in a Teacher Leader’s Reflections upon Integrated Science Curricular Reform. Paper presented at the 2022 International Conference of the Association of Science Teacher Education (ASTE). Greenville, SC.
Grooms, J., Fleming, K., Berkowitz, A.R., and Caplan, B. (2021, April). Enhancing Student Modeling within an Integrated Chemistry and Earth Science Curriculum. Paper presented at the 2021 Annual International Conference of the National Association of Research in Science Teaching (NARST).
Fleming, K., Grooms, J., Berkowitz, A.R., and Caplan, B. (2021, April). Teacher Change during Integrated Curriculum Reform as Evidenced by Episodes of Pedagogical Reasoning. Paper presented at the 2021 Annual International Conference of the National Association of Research in Science Teaching (NARST).
Grooms, J., Fleming, K., Berkowitz, A.R., and Caplan, B. (2021, April). Student Learning and Teacher Practice during Curricular Reform to Integrate Chemistry and Earth Science. Paper presented at the 2021 Annual Meeting of the American Educational Research Association (AERA).
Fleming, K., Grooms, J., and Berkowitz, A.R. (2021, January). Integrated chemistry and Earth science curriculum implementation through the lens of teacher-centered systemic reform. Paper presented at the 2021 International Conference of the Association of Science Teacher Education (ASTE).
Fleming, K., Grooms, J., Berkowitz, A.R., Wolfinger, M.E. and Caplan, B. (2020, January). An exploratory examination of high school teachers’ and students’ perspectives and experiences with a novel curriculum integrating Earth science and chemistry. Paper presented at the 2020 International Conference of the Association of Science Teacher Educators (ASTE). San Antonio, TX.
Grooms, J., Fleming, K., Wolfinger, M., Berkowitz, A., and Caplan, B. (2019, April). What teacher-student tensions and synergies emerge from implementing an integrated chemistry/Earth science curriculum? Paper presented at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, ON, Canada.
Grooms, J. (2018, April). How does content knowledge predict ability to engage in scientific argumentation? Paper presented at the 2018 Annual Meeting of the American Educational Research Association (AERA). New York, NY.
Enderle, P., Sengul, O., Koulagna, Y., Grooms, J., and Sampson, V. (2017, April). The impact of implementing and refining an argumentation instructional model on science teacher’ beliefs. Paper presented at the 2017 international conference of the National Association for Research in Science Teaching (NARST). San Antonio, TX.
Enderle, P., Strimaitis, A., Grooms, J., Sampson, V., and Southerland, S. (2016, April). Comparing laboratory instruction for differently tracked groups of students. Paper presented at the 2016 international conference of the National Association for Research in Science Teaching (NARST). Baltimore, MD.