Publications and Papers

Some articles and papers are available here. Look for those that are linked (indicated in boldface & with underlines).

Books

  • Bloom, J. W. (1998). Creating a classroom community of young scientists: A teacher’s desktop companion. Concord, Ontario: Irwin Publishing.

Book Chapters

  • Bloom, J. W. (2017). Addiction, education, and beyond: Pathological patterns and contexts. In N. Bateson and M. Witkowska-Jaworska (Eds.), Batesoniana Polonica I: Towards an ecology of mind: Batesonian legacy continued (pp. 27—45). Dąbrowie Górnicza: Wydawnictwo Naukowe.
  • Bloom, J.W. (2016). Qualitative research in the complexity sciences: A Batesonian perspective for education (pp. 23—37). In M. Koopmans & D. Stamovlasis (Eds.), Complex dynamical systems in education: Concepts, methods, and applications. New York: Springer.
  • Bloom, J. W. (2014). 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., & Volk, T. (2012). Metapatterns for research into complex systems of learning. In N. M. Seel, (Ed.), Encyclopedia of the Sciences of Learning (pp. 2243—2247). Heidelberg, Germany: Springer—Verlag.
  • 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. (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.

Journal Articles

  • Bloom, J. W. (2013). An ecology of mind: Teaching—learning recursive systems. Kybenetes, 42(9/10), 1346-1353.
  • 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. (2005). Review of: Lewens, T. 2004. Organisms and Artifacts: Design in Nature and Elsewhere. Ethology, 111(4), 439-440.
  • 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. (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. (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 phenomena. International Journal of Science Education, 12(5), 549-561.
  • Bloom, J. W. & Borstad, J. (1990). Comments on “The acquisition of biological knowledge during 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.
  • Bloom, J. W. (1987). Protocol analysis of student problem solving on biological classification tasks: Results of a pilot study. Southwest Journal of Educational Research into Practice, 1, 30-33.

Papers & Presentations

  • Bloom, J. W. (2013, June). Teaching ecology and systems thinking: A return. A paper presented at the annual Indigenous Language & Education Conference, Flagstaff.
  • Bloom, J. W. (2012). Teaching “An ecology of mind”: Teaching—learning as personal and social recursive systems. Invited paper presented at the annual meeting of the American Society for Cybernetics, cosponsored with the Bateson Idea Group, Pacific Grove, CA.
  • Bloom, J. W. (2012). Issues in complexity research and practice. Paper presented at the annual meeting of the American Educational Research Association, Vancouver.
  • Bloom, J. W. (2012). Discussion of the film, “An ecology of mind: A daughter’s portrait of Gregory Bateson.” Panel discussant at the annual meeting of the American Educational Research Association, Vancouver.
  • Bloom, J. W. (2012). Discussant for the film, “An ecology of mind: A daughter’s portrait of Gregory Bateson.” Two showings of the film at the Sedona International Film Festival, Sedona, AZ.
  • 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, New York, March.
  • 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.
  • 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. (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). 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, 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. (2000, June). Pond studies and teaching and learning through inquiry. Workshop for teachers at the Flagstaff Arboretum.
  • Bloom, J. W. (1999, September). Using children’s ideas and conversations in science to integrate across the curriculum. A paper presented at the annual meeting of the Northern Arizona Reading Council, Northern Arizona University, Flagstaff, AZ.
  • Bloom, J. W. (1999, April). Patterns that connect: Rethinking our approach to learning and teaching. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
  • Bloom, J. W. (1999, March). Using video and audio taping for formal and informal research in the classroom. Paper presented as a part of a symposium at the annual meeting of the National Association for Research in Science Teaching, Boston.
  • Bloom, J. W. (1996, November). Contexts of meaning and children’s discourse. Paper presented at the Atlantic Educators Conference, Wolfville, Nova Scotia.
  • Bloom, J. W. (1996, April). A unit on buoyancy: Meanings, understandings, and engagement. Paper presented at the annual meeting of the American Educational Research Association, New York.
  • Bloom, J. W. (1995, June). Children’s discourse and understanding: A unit on buoyancy. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Montreal.
  • Bloom, J. W. (1995, April). A conceptual and discourse analysis of grade 5 students’ definitions of machines. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Bloom, J. W., & Dagher, Z. (1993, April). The meaning children attach to the notion of Earth and life on Earth: A comparative study between North American and Lebanese children. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta.
  • Bloom, J. W. (1993, June). Young children’s understandings of machines: A contexts of meaning perspective. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Ottawa.
  • Bloom, J. W. (1992, April). Conceptual change or contextual flexibility: The myth of restructuring and replacing conceptions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Bloom, J. W. (1991, June). Conceptual change or conceptual integration: What’s really possible? Paper presented at the annual meeting of the Canadian Society for Studies in Education, Kingston, Ontario.
  • Bloom, J. W. (1991, April). Contexts of meaning and the development of knowledge in elementary school children. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Bloom, J. W. (1990, June). Contexts of meaning and children’s understanding of the world. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Victoria, British Columbia.
  • Bloom, J. W. (1989, June). Contexts of meaning: Young children’s understanding of biological phenomena. Paper presented at the seventeenth annual conference of the Canadian Society for Studies in Education, Quebec City, Quebec.
  • Bloom, J. W. (1988, June). Pre-service elementary teachers’ conceptions of science. Paper presented as a part of a symposium at the sixteenth annual conference of the Canadian Society for Studies in Education, Windsor, Ontario.
  • Bloom, J. W. (1988, April). A case study of evolutionary biologists: Implications for secondary biology curriculum and teacher training. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Bloom, J. W. and Duschl, R. A. (1987, April). Solution strategies for classification tasks by high school biology students. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
  • Bloom, J. W. (1987, January). The think aloud technique and protocol analysis: A research methodology in biological identification tasks. Paper presented at the annual meeting of the Southwest Educational Research Association, Dallas, TX.
  • Bloom, J. W. (1986, March). Problem solving in biology. Paper presented at the annual meeting of the Metropolitan Association of Teachers of Science, Museum of Natural Sciences, Houston, TX.

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