Samson Madera Nashon, University of British Columbia
Associate Professor
Curriculum and Pedagogy
Vancouver, British Columbia
samson.nashon@ubc.ca
Office:
(604) 822-3325
(604) 822-5315
Expert In
Bio/Research
Dr. Nashon is a science educator. His research focuses on ways of teaching and learning. His area of specialization focuses on students' alternative understandings that have roots in cultural backgrounds and curricula, and are accommodative of students with varying degrees of abilities. His resea...
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Bio/Research
Dr. Nashon is a science educator. His research focuses on ways of teaching and learning. His area of specialization focuses on students' alternative understandings that have roots in cultural backgrounds and curricula, and are accommodative of students with varying degrees of abilities. His research is dominantly qualitative, borrowing primarily from contemporary theories of constructivism. His most recent research projects include the ongoing Metacognition and Reflective Inquiry (MRI), East African Students' Ways of Knowing (EASWOK), The Status of Physics 12 in BC, The Nature of Analogies Kenyan Physics Teachers Use, and Students' Access To Senior Science and Mathematics Courses in Rural BC. Previous studies include, The Role of Practical Work in Science, and The Kind of Science in Kenyan "Harambee Schools.
Dr. Nashon's experience as a former high school teacher of physics and mathematics, teacher educator, and as an editor of curriculum materials related to science, provides him with a lens through which he examines the link between theory and practice in the classroom, the nature of science curricula, how the curricula material is taught, and the role that students' preconceptions play in the teaching and learning of such material. He is currently involved in teaching a physics methods course to preservice teachers, Foundations Research Methods, Action Research Methods, and several science education courses to graduate students.
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Dr. Nashon's experience as a former high school teacher of physics and mathematics, teacher educator, and as an editor of curriculum materials related to science, provides him with a lens through which he examines the link between theory and practice in the classroom, the nature of science curricula, how the curricula material is taught, and the role that students' preconceptions play in the teaching and learning of such material. He is currently involved in teaching a physics methods course to preservice teachers, Foundations Research Methods, Action Research Methods, and several science education courses to graduate students.
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