Jeff Bloom
Jeff-avatar8.tif
Professor of science education

Contact: ten.moolbffej|ffej#moolB ffeJ
Website: Personal-Professional Site with links to my blogs and other sites.
Twitter: @JeffWBloom

I'm interested in how metapatterns can be used:

  • in research data analysis,
  • for design of educational contexts and curricula,
  • as conceptual content.

I'm also interested in pattern thinking, systems thinking, and cognition as a complex system.

My Websites:

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Selected Publications and Presentations

  • Bloom, J. W. (in press). Complexity, patterns, and creativity. In D. Ambrose, B. Sriraman, and K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing clichés. Rotterdam, The Netherlands: Sense Publishers.
  • Bloom, J. W. (2013). An ecology of mind: Teaching—learning complex systems. Kybenetes, 42(9/10), 1346—1353.
  • Bloom, J. W. (2012). The nature and dynamics of relationships in learning and teaching. In D. J. Loveless & B. Griffith (eds.), The interdependence of teaching and learning. Charlotte, NC: IAP.
  • Bloom, J. W., & Volk, T. (2012). Metapatterns for research into complex systems of learning. In N. M. Seel (Ed.), Encyclopedia of the Science of Learning (pp. 2243—2247). Heidelberg, Germany: Springer—Verlag.
  • Bloom, J. W. (2012). Ecology of mind: A Batesonian systems thinking approach to curriculum enactment. Curriculum and Teaching, 27(1), 81—100.
  • Bloom, J. W. (2011). The really useful elementary science book. New York: Routledge.
  • Bloom, J. W. (2011). Investigating relationships: Thoughts on the pitfalls and directions. Complicity: An International Journal of Complexity and Education, 8(1), 38—43.
  • Bloom, J. W. (2009). Issues in learning and cognition as complex systems. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April.
  • Bloom, J. W. (2008). How do current research methodologies involved in case studies fit with chaos and complexity theories? A presentation at the annual meeting of the Chaos and Complexity Theories SIG Business Meeting at the conference of the American Educational Research Association, Chicago, March.
  • Bloom, J. W. (2007). A theoretical model of learning for complexity: Depth, extent, abstraction, and transfer of learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 11.
  • Morgan, P., & Bloom, J. W. (2007). Short-term research experiences with teachers in earth and planetary sciences and a model for integrating research into classroom inquiry. A paper presented at the annual meeting of the Geological Society of America.
  • Volk, T., Bloom, J. W., & Richards, J. (2007). Toward a science of metapatterns: Building upon Bateson’s foundation. Kybernetes, 36(7/8), 1070-1080.
  • Volk, T., & Bloom, J. W. (2007). The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part I: Metapatterns in nature and culture. Complicity: An International Journal of Complexity and Education, 4(1), 25—43 (Available at: http://www.complexityandeducation.ualberta.ca/COMPLICITY4/documents/Complicity_41d_Volk_Bloom.pdf).
  • Bloom, J. W., & Volk, T. (2007). The use of metapatterns for research into complex systems of teaching, learning, and schooling. Part II: Applications. Complicity: An International Journal of Complexity and Education, 4(1), 45—68 (Available at: http://www.complexityandeducation.ualberta.ca/COMPLICITY4/documents/Complicity_41e_Bloom_Volk.pdf).
  • Bloom, J. W. (2006). Creating a classroom community of young scientists (2nd ed.). New York: Routledge.
  • Bloom, J. W. (2005). Review of: Lewens, T. 2004. Organisms and Artifacts: Design in Nature and Elsewhere. Ethology, 111, 1-2.
  • Bloom, J. W. (2005). The application of chaos, complexity, and emergent (meta)patterns to research in teacher education. Proceedings of the 2004 Complexity Science and Educational Research Conference (pp. 155-191), Sep 30–Oct 3 • Chaffey’s Locks, Canada (http://www.complexityandeducation.ca).
  • Bloom, J. W., & Baca-Spry, A. (2005). Resistance-Engagement continuum in inquiry-based elementary science methods courses. Report, Department of Teaching and Learning, College of Education, Northern Arizona University (available on-line: http://elsci.coe.nau.edu/readarticle.php?article_id=42).
  • Bloom, J. W. (2005). Discussion: “Gregory Bateson, Culture and Mind.” Discussant for Chaos and Complexity Special Interest Group session at the annual meeting of the American Educational Research Association, Montreal, Ontario, Canada (April)
  • Bloom, J. W. (2004). Multiple perspectives of patterns & complexity in education & beyond: Influences from the legacy of Gregory Bateson. Poster presentation at the conference: Bateson @ 100: Multiple Versions of the World. Berkeley, CA (November 23).
  • Bloom, J. W. (2004, October). The application of chaos, complexity, and emergent (meta)patterns to research in teacher education. A paper presented at the annual Complexity Science and Educational Research Conference, Kingston, Ontario, Canada.
  • Bloom, J. W. (2004, April). Extending the analysis of chaotic and complex systems in education: The use of metapatterns and other broadly applicable concepts. A paper presented at the annual meeting of the American Educational Research Association, San Diego.
  • Bloom, J. W. (2004). Patterns that connect: Rethinking our approach to learning, teaching, and curriculum. Curriculum and Teaching, 19(1), 5-26.
  • Bloom, J. W. (2003, March). Entering the community of teachers: The difficulties and prospects in raising the bar of expectations in an elementary science methods course. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia.
  • Bloom, J. W., & Volk, T. (2003, March). The use of metapatterns (and chaos and complexity) as analytical, design, and conceptual frameworks. Pre-conference session to be presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia.
  • Bloom, J. W. (2002, April). Conflicts and concerns in an elementary teachers’ science group: A metapatterns analysis of emergence, complexity, and issues of schooling. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Bloom, J. W. (2002, April). Assumptions of Western schooling and the basic principles of Buddhism: The Karma Kargyü school of Tibetan Buddhism and Shambhala. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Bloom, J. W. (2002, April). Entering the community of scholars. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
  • Bloom, J. W. (2001). Discourse, cognition, and chaotic systems: An examination of students’ argument about density. Journal of the Learning Sciences, 10(4), 447-492.
  • Bloom, J. W. (2001, March). Chaos, complexity, and metapatterns in discourse and learning: A perspective on developing complex understandings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.
  • Bloom, J. W. (2001, April). Chaotic and complex systems in children’s thinking and learning. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Bloom, J. W., & Lunetta, V. (2001, January). Creating a classroom community of young scientists in high school. A pre-conference workshop presented at the annual meeting of the Association for the Education of Teachers of Science, Costa Mesa, CA.
  • Lunetta, V., & Bloom, J. W. (2001, January). Developing central program goals and themes to facilitate effective science teacher education. Interactive session at the annual meeting Association for the Education of Teachers of Science, Costa Mesa, CA.
  • Bloom, J. W. (2001, October). Creating inquiry environments that build on children’s curiosity and questions. Workshop at the annual meeting of the Arizona Science Teachers Association, Phoenix.
  • Bloom, J. W. (2000, April). Chaos, complexity, and patterns that connect. Focus symposium for the Chaos and Complexity Special Interest Group at the annual meeting of the American Educational Research Association, New Orleans.
  • Bloom, J. W. (2000, May). Summit On Science and NARST. Symposium offered at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
  • Bloom, J. W. (1998). Creating a classroom community of young scientists: A teacher’s desktop companion. Concord, Ontario: Irwin Publishing.
  • Bloom, J. W. (1993). Learning and change from cognitive and sociocultural perspectives: The issue of contextual flexibility. In V. K. Gupta (Ed.), Science and technology education: New thrusts and recent trends. Chandigash, India: Arun Publishing House.
  • Bloom, J. W. (1992). Contexts of meaning and conceptual integration: How children understand and learn. In R. A. Duschl and R. Hamilton (Eds.), Philosophy of science, cognitive science in educational theory and practice (pp. 177-194). Albany, NY: State University of New York Press.
  • Bloom, J. W. (1995). Assessing and extending the scope of children’s contexts of meaning: Context maps as a methodological perspective. International Journal of Science Education, 17(2), 167-187.
  • Bloom, J. W. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76(4), 399-413.
  • Bloom, J. W. (1992). Contextual flexibility: Learning and change from cognitive, sociocultural, and physical context perspectives. In S. Hills (ed.), The history and philosophy of science in science education: Proceedings of the second international conference on the History and Philosophy of Science and Science Teaching (pp. 115-125). Kingston, Ontario: MSTE Group and Faculty of Education, Queen’s University.
  • Bloom, J. W. (1990). Contexts of meaning: Young children’s understanding of biological phe¬nom¬ena. International Journal of Science Education, 12(5), 549-561.
  • Bloom, J. W. & Borstad, J. (1990). Comments on “The acquisition of biological knowledge dur¬ing childhood: Cognitive conflict or tabula rasa?” Journal of Research in Science Teaching, 27(4), 399-403.
  • Bloom, J. W. (1989). Pre-service elementary teachers' conceptions of science: Science, theories, and evolution. International Journal of Science Education, 11(4), 401-415.


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