Directory » MICHAEL CLOUGH

MICHAEL CLOUGH
Professor of Science Education
TEACHING, LEARNING & CULTURE
Curriculum Vitae
Google Scholar Profile:
Resources and Web Sites
Research Interests
History and nature of science in science education
Laboratory learning
Research-based science pedagogy
Socio-scientific decision-making
BIOGRAPHY
Dr. Michael Clough taught high school biology and chemistry for seven years before moving to a university research and teaching faculty position. He has received several awards for his teaching and scholarship, including the Association for Science Teacher Education (ASTE) Outstanding Science Teacher Educator of the Year award. His 67 peer-reviewed publications, 96 other publications, and 360 presentations and workshops address: (1) the role of history and nature of science and technology in improving STEM education, STEM teacher education, and public STEM literacy; (2) research-based pedagogical decision-making; (3) science teachers' crucial role in effective STEM education; (4) effective laboratory instruction; and (5) the synthesis, criticism, and clarification of extant knowledge and research in STEM education. He is a former president of the International History, Philosophy and Science Teaching (IHPST) organization (IHPST.net), former Associate Editor of the Journal of Research in Science Teaching (Impact Factor: 4.832 and ISI Journal Citation Reports [2020] Ranking 21/264, Education & Educational Research), presently an Editorial Board member of the journal Science & Education (Impact Factor: 2.114), and current Editor of the Springer book series "Science: Philosophy, History and Education".
COURSES TAUGHT
EDCI 667. Nature of Science and Science Education
Drawing from the history, philosophy, and sociology of science and research in science
education, this course addresses issues such as what is science, how science works, and the
nature of scientific knowledge in order to improve science teaching and learning, improve
attitudes toward science, and promote more informed socio-scientific decision-making.
Fall 2022
EDCI 701. Scientific Inquiry in Science Education
This course is directed toward how to teach science concepts (including difficult science concepts) through and as inquiry. The course exemplifies this with activities appropriate for secondary and post-secondary students, presuming that those focusing on elementary school science education will apply course experiences to less difficult developmentally appropriate science ideas taught to younger children.
Fall 2023
SELECTED PUBLICATIONS
Books and Monographs
Clough, M. P., Olson, J. K & Niederhauser, D. S. (Eds.) (2013). The Nature of Technology: Implications for Learning and Teaching. Sense Publishers, Rotterdam, The Netherlands. ISBN: 978-94-6209-267-9. https://brill.com/abstract/title/37705?rskey=V94coz&result=6
Journal Articles
Sobotka, A. S. & Clough, M. P. (2022). Transcending tinkering: Building understanding of content and the nature of the STEM disciplines. The Clearinghouse, 95(4), 178-185.
https://doi.org/10.1080/00098655.2022.2083054
Herman, B. C., Clough, M. P., Asha, R. (In Press). Socioscientific issues thinking and action in the midst of science-in-the-making. Science & Education. https://link.springer.com/article/10.1007/s11191-021-00306-y
Herman, B. C., Olson, J. K. & Clough, M. P. (2019). The Role of Informal Support Networks in Teaching the Nature of Science. Research in Science Education, 49(1), 191-218. DOI 10.1007/s11165-016-9610-2.
Pleasants, J., Clough, M. P., Olson, J. K., & Miller, G. (2019). Fundamental issues regarding the nature of technology: Implications for STEM education. Science & Education, 28(3-5), 561-597. DOI: 10.1007/s11191-019-00056-y
Herman, B. C., Clough, M. P. & Olson, J. K. (2017). Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels. Research in Science Education, 47(1), 161-184. DOI: 10.1007/s11165-015-9494-6. Available at http://link.springer.com/article/10.1007/s11165-015-9494-6.
Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education, 20(7), 701-717.
Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494.
Book Chapters
Clough, M. P. (2020). Framing and teaching the nature of science as questions. Chapter 15 (pp. 271-282) in McComas (Ed.) Nature of Science in Science Instruction: Rationales and Strategies, Springer.
Clough, M. P. (2020). Using stories behind the science to improve understanding of the nature of science, attitudes toward science, and content understanding. Chapter 28 (pp. 513-525) in McComas (Ed.) Nature of Science in Science Instruction: Rationales and Strategies, Springer.
Clough, M. P., Herman, B. C., & Olson, J. K. (2020). Preparing science teachers to overcome common obstacles and teach the Nature of Science. Chapter 13 (pp. 239-251) in McComas (Ed.) Nature of Science in Science Instruction: Rationales and Strategies, Springer.
Clough, M. P. (2019). Science teacher professionalism: Urgency and vision. Book chapter in Akpan, B. (Ed.) Science education: Visions of the Future, Next Generation Education, Abuja, Nigeria.
Clough, M.P. (2017). History and Nature of Science in Science Edcuation. Chapter 3 in Taber, K. & Akpan, B. (Eds) Science education: An international course companion, pp 39-51. Rottterdam, The Netherlands, Sense Publishers.
RESEARCH PROJECTS
Developing & Investigating Instructional Materials that Improve Students' Detection of Pseudoscience
Herman, B. C., Clough, M. P., Rao, A., Pellois, J. G., & Powers, T. M. (2021-24). Using Novel Instructional Materials to Improve Students' Detection of Pseudoscience in Decision-Making about Socially-relevant Real World Issues. National Science Foundation (NSF) Department of Undergraduate Education Improving Undergraduate STEM Education (DUE:IUSE) Engaged Student Learning Level 2 Program. Award Number 2111199. Funded at $599,870.
Supporting Responsible Action through COVID-19 Education.
Herman, B. C., Clough, M. P., and Rao, A. (2020). RAPID: Supporting Responsible Action through COVID-19 Education. National Science Foundation (NSF) Department of Undergraduate Education Improving Undergraduate STEM Education (DUE:IUSE) Engaged Student Learning: Level 1 program. Award Number 2032737. 07/01/2020 to 01/31/2021. Funded at $112,004.
Philosophy of science: The central issues for science education
Clough, M. P., Olson, A. R., & Sobotka, S. J. We examined central issues in the philosophy of science (Curd & Cover, 1998; Curd, Cover, & Pinock, 2012) to determine their relevance for preparing (a) teachers to promote robust understanding of science content, science practices, and HNOS; and (b) future HNOS researchers. Pragmatic resources addressing the identified central issues are provided.
AWARDS
2021 Joseph H. Hazen Award for outstanding contributions to the teaching of history of science, History of Science Society
2020 Outstanding Mentor Award. Association for Science Teacher Education (ASTE)
2017 Innovations in Teaching Science Teachers Award. Association for Science Teacher Education (ASTE)
2015 Outstanding Paper Award, National Association for Research in Science Teaching (NARST) Conference.
2012 Implications of Research for Educational Practice Outstanding Paper Award, Association for Science Teacher Education (ASTE) Conference
2003 Science Teacher Educator of the Year - Early Career Award, Association for Science Teacher Education (ASTE)
1992 National Tandy Scholar Outstanding Science Teacher Award
EDITORSHIPS
Editorial Board Member. Science and Education. 2015- Present.
Editor, Springer book series, Science: Philosophy, History and Education. 2019- Present. This series is focused on the intersection of scholarship in science education and history, philosophy, and sociology of science. https://www.springer.com/series/13387.
Associate Editor. Journal of Research in Science Teaching. 2015-2019