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Phone
313-577-0918
Degrees and Certifications
The University of British Columbia, Canada, Doctorate in Science Education, 1991 Dissertation: Students' conceptions of solubility: A teacher-researcher collaborative study Dissertation supervised by Dr. Gaalen L. Erickson, Professor of Science Education
Western Washington University, U.S.A., Master's in Education (Physical Science), 1981 Master’s Thesis: Science curriculum-decision making in British Columbia
Thesis supervised by Dr. Willard Brown, Associate Professor of Physics
Western Washington University, U.S.A., Bachelor of Arts in Education (Physical Science), 1977
Madurai University, India, Bachelor of Science, Special (Hons) Chemistry, 1971
Responsibilities
Teaching, Research, and Service
Fax
313-577-4091
Academic Interests
Research dissemination
Lectures around the world upon invitation
Office Hours
Office Hours: Mondays 2:30 to 5.00 p.m. by appointment through the secretary
Biography
Wayne State University, Detroit, MI, USA- (Fall 2001- present)
University of Manitoba, Winnipeg, MB, Canada-- 10 years (1991-2000)
Office Location
299 College of Education
Area of Expertise
Conceptual change teaching and learning in science
Technology-embedded scientific inquiry
Awards
2019-21
Charles H. Gershensen Distinguished Faculty Fellowship $24,000 for research over two years.
2013-18
Fulbright Specialist Award—August 30, 2017, The U.S. Department of State approved the RayatShikshan Sanstha's Karmaveer Bhaurao Patil College’s proposal through The Fulbright Specialist Program at World Learning. This college is affiliated with the University of Mumbai, Navi Mumbai. Because of my host’s transfer in June, 2018, the Fulbright project, Sustainable Development of Youth from a STEM perspective was conducted at the Veer Wajekar Arts, Science and Commerce College, Uran affiliated with the University of Mumbai, Navi Mumbai, from July 15 to August 26, 2018.
2003
Marquis America Who's Who (58th Edition)
2000
Rh award (research), Research and Development, University of Manitoba, Manitoba
1999
Research Merit, Faculty Association, University of Manitoba
1994
Outstanding Students Honoring Outstanding Teachers Award, University of Manitoba
Grants
2022 SCE 5060 Outlooks: Preparing Secondary Science Teachers in Hybrid Learning Environments. The Office of Teaching and Learning 2022 Educational Development Grant Proposal. $1,500.
2016-2019 NSF, Innovative Technology Experiences for Students and Teachers (ITEST) grant ($ 1.2 M). Member of the Advisory Board. Osman Yaşar is the PI, Empire Innovation Professor at the Computational Science (CPS) department at State University of New York (SUNY) College at Brockport.
2004-2007 NSF, Innovative Technology Experiences for Students and Teachers (ITEST). Translating Information Technology into Classrooms: Teacher-Students’ Research on Lake Erie Ecosystem, $1,199,921.00 (2004-2007), Principal Investigator. The Co-Principal Investigator is Dr. Bob Erlandson, College of Engineering, WSU. For each of three academic years = 25% Course buyout Fall and Winter. For each Spring and Summer over 3 years = 2 Months’ Salary.
1996-1999 Social Sciences and Humanities Research Council of Canada (SSHRCC) Grant. The validity and reliability of digraph: Assessing students' conceptual change in structural characteristic in science, $79,680.00, Co-Principal Investigator. Professor Xiufeng Liu Principal Investigator.
1994-1997 Social Sciences and Humanities Research Council of Canada (SSHRCC) Grant. Science lesson sequences incorporating students' conceptions: A collaborative inquiry, $65,000.00, Principal Investigator.
2010-2012 Engaging pre-service teachers in environmental chemistry learning with innovative technologies. Consultant to a 18-month Turkey TÜBİTAK Project Number: 110K109. PI Muammer Calik. $150,000
2006-07 New Urban Learning, Detroit, MI (University Preparatory School). Senior year students understanding of science through inquiry: A scenario based approach. $58,562.00, Principal Investigator.
Community Engagement Activities
Translating Innovative Technologies into Classrooms
Development of Common Knowledge Construction Model and Technology-Embedded Scientific Inquiry Model for classroom use
Presentations
Papers Presented
Invited and/or Refereed Internationally or Nationally
Conference Presentations (Proposed)
Lynch, S. & Ebenezer, J. (2021). Elementary pre-Service teachers' learning of content knowledge: A qualitative research using Top Hat digital platform. Virtual paper presentation at the NARST International Conference.
Lynch, S. & Ebenezer, J. (2020) A Phenomenography of elementary pre-service teachers’ meaning-making of inquiry- learning of Earth Science concepts: Documenting via Top-Hat, a virtual platform. Paper presentation at the 32nd Annual Ethnographic & Qualitative Research Conference (EQRC), Las Vegas, Nevada.
Ebenezer, J. (2019). Competency-based education: An online science methods course grounded in variation theory of learning. Paper presentation, EDULearn 2019, Spain.
Ebenezer, J., Sitthiworachart, J., Rooney, S. (2018). Architecture students’ conceptions of learning technology: Phenomenography as an assessment tool, and structural awareness as curriculum frameworks. Paper presentation at SITE 2018 - The Society for Information Technology & Teacher Education to be held in Washington, D.C., United States, March 26-30, 2018.
Olojo, O., & Ebenezer, J. (2016). University students’ learning of arguments and counter- arguments to examine an ill-structured issue regarding Africans and African Americans. 2016 AERA Annual Meeting, Round Table Discussion, "Public Scholarship to Educate Diverse Democracies," April 8 – 12, 2016 Washington, DC.
Ebenezer, J. (2016). Educators’ reflections on William Doll’ post-modern curriculum theory. Paper presented at the EQRC Conference at Las Vegas, Nevada (February 1-2, 2016).
Professional Development January 31, 2016
1. The Role of Qualitative Data Analysis Software (QDAS) in Qualitative Research, 12 pm to 1:15 pm (1.25 hours)
2. Using NVivo to Enhance the Qualitative Research Process, 1:15 pm to 3 pm (1.75 hours)
3. Using Dedoose to Enhance the Qualitative Research Process, 3:15 pm to 5 pm (1.75 hours)
4. The Integrative Process of Using QDAS in Qualitative Research, 5 pm to 6:15 pm (1.25 hours)
Ebenezer, J., & Grace, S. (2015). A middle school science teacher’s classroom talk: Discourse characteristics and question types in a unit on energy. Paper presentation at epiSTEME 6 Conference at the Homi Baba Centre of Science Education TIFR, Mumbai, India (December 15-18, 2015). Travel Grant $1200 by OTL.
Campana, T., & Ebenezer, J. (2015). Mobile technologies-embedded place-based learning for the educationally oppressed: A social justice curriculum and pedagogy in science classrooms. Paper presented at the 5th Triennial International Association for the Advancement of Curriculum Studies Conference at the University of Ottawa (May 26-29, 2015).
Ebenezer, J., & Ricca, B. (2015). Bioengineering curriculum. Paper presented at the 5th Triennial International Association for the Advancement of Curriculum Studies Conference at the University of Ottawa (May 26-29, 2015).
Grace, S., & Ebenezer, J (2015). A case study characterizing a third space emergence at the interplay of formal-informal science. Paper presented at the 5th Triennial International Association for the Advancement of Curriculum Studies Conference at the University of Ottawa (May 26-29, 2015).
Olojo, O., & Ebenezer, J. (2015). The effects of criteria instruction and collaborative reasoning on first-year university students' argument-counterargument discourse. Paper presentation at the 5th Triennial International Association for the Advancement of Curriculum Studies Conference at the University of Ottawa (May 26-29, 2015).
Harden, S. others, Ebenezer, J. (2015) Educators’ conceptions of curriculum discourse: Journal collection of recordings and reflections. Paper presentation at the 5th Triennial International Association for the Advancement of Curriculum Studies Conference at the University of Ottawa (May 26-29, 2015).
Ebenezer, J., & Grace S. (2015). Developing common knowledge of the concept of Energy and science processes: Analysis of teacher-students’ classroom discourse. Lecture presented at the 27th Annual Ethnographic and Qualitative Research Conference in Las Vegas, Nevada (February 9-10, 2015).
Olojo, O., & Ebenezer, J. (2015). Phenomenographic case for teaching argumentation in a first year English composition course at a university: Students’ perceptions of Africans and African Americans. Lecture presented at the 27th Annual Ethnographic and Qualitative Research Conference in Las Vegas, Nevada (February 9-10, 2015).
Grace, S., & Ebenezer, J. (2015). The effect of formal-informal instruction of energy concepts on African-American students' science achievement and application. Poster presented at the NARST 2015 annual meeting in Chicago, IL (April 11 - April 14, 2015).
Ebenezer, J. (2014). A practical argumentation perspective for teacher education, Paper presented at the International Conference on Teacher Education, Dubai, United Arab Emirates, February 5-7, 2014. Organized by major universities in Turkey, 540 Participants—not a small conference
Ebenezer, J. (2013). Teacher practical arguments. Paper presentation "Changing Reality through Education," The 6th International Conference on Teacher Education, Jerusalem, July1-4, 2013.
Ebenezer, J. (2012). Teacher practical arguments. 2012-2013 Brown Bag Colloquium Series, October 30, 2399 Faculty/Administration Building, Wayne State University, Detroit, MI.
Ebenezer, J. (INTED, 2012). Teaching grade nine students to conduct environmental research with innovative technologies: The nature of discourse in classroom and community contexts. Paper presented at the 6th International Technology, Education and Development Conference, Valencia – Spain, 5th to 7th March.
Muammer Çalik, Tuncay Özsevgeç, Zeynel Küçük, Ayşe Aytar, Hüseyin Artun, Tuğçe Kolayli, Zeynep Kiryak, Neslihan Ültay, Burçin Turan, Jazlin Ebenezer, Bayram Coştu (2012). “Analyzing Senior Science Students’ Environmental Research Projects Of Scientific Inquiry: A Preliminary Study.” Paper presented at the 4th World Conference on Educational Sciences, University of Barcelona, Barcelona – Spain, 01-04 February, 2012 Elsevier Ltd for publishing WCES-2012 Proceedings. Your paper will be published in Procedia-Social and Behavioral Journal (ISSN: 1877-0428) and at the same time indexed on the ScienceDirect, Scopus and Thomson Reuters Conference Proceedings Citation Index (Web of Science).
Muammer Çalik, Bayram Coştu, Neslihan Ültay, Ayşe Aytar, Hüseyin Artun, Tuncay Özsevgeç, Jazlin Ebenezer, Zeynel Küçük_(2011). A thematic review of technology embedded science inquiry. Paper presented at the World Conference of New Trends in Science Education (September19th -23rd 2011), Kusadasi, Turkey.
Ebenezer, J. (2011). Symposium presentation on TITiC organized by EDC, presented at AERA.
Ebenezer, D.L., Ebenezer, J., & Zhang, L. (2009). A School-Community Collaborative Culture: A Theoretical Proposition for Science Learning, Engaged Citizenship, and Career Development. Paper presentation at the 2009 Annual Conference of the European Science Education Research Association (ESERA), Istanbul, Turkey.
Ebenezer, J., Columbus, R., Kaya, O.N., & Ebenezer, D.L. (2009). Students’ Perceptions of Fluency in Technologies: Comparable to Performance in Research Projects and Scientific Inquiry Abilities? Paper presentation at the 2009 Annual Conference of the European Science Education Research Association (ESERA), Istanbul, Turkey.
Kaya, O.N., Ebenezer, J., & Ebenezer, D.L. (September, 2009). Engaging High School Students in Innovative Technologies Embedded Environmental Research Projects: Impact on Dispositions to Science Learning. Paper presentation at the 2009 Annual Conference of the European Science Education Research Association (ESERA), Istanbul, Turkey.
Kaya, O. N., Ebenezer, J. & Ebenezer, D.L. (September, 2009). Translating Innovating Technologies into Science Classrooms (TITiC) Project: Our Work with Teachers and Students. European Science Education Research Association (ESERA) 2009 Conference, Istanbul, Turkey. (Workshop)
Kılıç, Z., Kaya, O.N. & Ebenezer,J. (September, 2009). Argumentation as a Learning Strategy for Promoting Elementary School Students’ Achievement in Science. Paper presented at the 2009 Annual Conference of the European Science Education Research Association (ESERA), Istanbul, Turkey.
Ebenezer, J., Chacko, S., Koya, K., Immanuel, N., & Ebenezer, D.L. (June, 2009). Classroom Experience with the Common Knowledge Construction Model: A Phenomenographic Study of Teachers and Students’ Awareness. Proposed paper presentation at the 21st Annual Ethnographic & Qualitative Research Conference, (June 5-6, 2009), Ohio, USA.
Ebenezer, J. (2009, March). Immersion in environmental research studies in in-school settings: Developing and assessing ninth-grade students’ perceptions of fluency in technology. Symposium presentation at the 2009 Society for Information Technology & Teacher Education (SITE) Conference--"Implementing Innovative Technologies to Enhance STEM Education in K-12 Settings: What do youth know about and what can they do with technology?" [24960]. March 2-6, Charleston, SC.
Ebenezer, J. (2008, March). Technology Embedded Scientific Inquiry (TESI) Model: Critical Conceptual Considerations. Paper presentation (Symposium) at the 2008 Annual Conference of the American Educational Research Association (AERA), New York City, NY.
Ebenezer, J., Gnanakkan, D. T., Columbus, R. (2008, March). Technology Embedded Scientific Inquiry: Discourse patterns in the study of ecosystems. Symposium presentation at the 2008 Society for Information Technology & Teacher Education (SITE) Conference-- "The ITEST Experience: Combining Cutting Edge Technology and Pedagogy for Teacher Professional Development, Part 1" [21105]. March 3-7, Las Vegas, NV.
Ebenezer, J., Kaya, O., & Gnanakkan, D. T (2008). Students Becoming Information Technology Fluent: Technology-Embedded Environmental Research Studies. Paper presentation at the 2008 NARST Conference, March 24-28, Baltimore, MD.
Liang, L., & Ebenezer, J. (2008). Characteristics of pre-service teachers’ discourse in the study of local streams. Paper presentation (Symposium) at the 2008 Annual Conference of the American Educational Research Association (AERA), New York City, NY.
Ebenezer (2007, July). Information Technology Enhanced Scientific Inquiry: A Study of Teacher Knowledge and Practice. Paper presentation at the 2007 International Conference on Computer Based Learning in Science, Crete, Greece.
Ebenezer, J., & Kaya, O. (2007, April). High School Students’ Experiences with Scientific Inquiry: In Long-Term Research Projects with Information Technologies. Poster presentation at the 2007 meeting of the National Association of Research in Science Teaching (NARST), New Orleans.
Biernacka, B., & Ebenezer, J. (2007, April). Developing Grade 5 Students’ Literacy in Science: A Teacher-Researcher Collaboration. Paper presentation at the 2007 National Association of Research in Science Teaching (NARST), New Orleans.
Kaya, O., & Ebenezer, J. (2007, April). The Study of High School Students’ Affective Dispositions in Science: Scientific Inquiry with Information Technologies. Paper presentation (Symposium) at the 2007 Annual Conference of the American Educational Research Association (AERA), Chicago.
Stoeber, R., & Ebenezer, J. (2007, April). Assessment of Students’ Conceptual Systems of Force and Motion: A Characterization of Thagard's Conceptual Change Model. Paper presentation (Symposium) at the 2007 Annual Conference of the American Educational Research Association (AERA), Chicago.
Ebenezer, J. (2007). Technologically Enhanced Scientific Inquiry (TESI): A Model for Developing Conceptual Understanding, Panel Discussion, Third NSF ITEST Summit – February 5-7, 2007, Organized by Learning Resource Center, NSF-ITEST, Washington, D.C.
Ebenezer, J., & Hoffman, C. (2006). Teacher Preparedness to Use IT for Ecological Research: Using Cutting-Edge Technology to Further Student and Teacher Science Education–Programs and Evaluations that Respond to a National Need. Presented at the annual Conference of the American Educational Research Association (AERA), San Francisco.
Ebenezer, J. (2006). Teacher Experiences with Information Technologies: Authentic Scientific Inquiry at Lake Erie. Presented at the annual Conference of the American Educational Research Association (AERA), San Francisco.
Kaya, O. N., & Ebenezer, J. (2006). Invisible Obstacles on the Implementation of Multiple Intelligences Theory in K-8 Classrooms in Turkey. Presented at the annual Conference of the American Educational Research Association (AERA), San Francisco.
Ebenezer, J., Chacko, S., & Kaya, O. (2006). The Common Knowledge Construction Model for science teaching: Influence on students’ achievement, conceptual development, and attitudes. Presented at the annual Conference of the National Association for Research in Science Teaching (NARST), San Francisco.
Liang, L., Chen, S., Chen, X., Kaya, S. N., Adams, A.D., Macklin, M., Ebenezer, J. (2006) Student understanding of science and scientific inquiry (SUSSI): Further Validation of an Assessment Instrument. Paper presentation at the annual Conference of the National Association for Research in Science Teaching (NARST), San Francisco.
Ebenezer, J., Fader, G.M., Speirs, S. (2006). Teacher professional development in IT. 2006 SITE Symposium: Commonalities in Innovative Professional Development and Research Designs: Setting the Stage for Cross-Project Findings from NSF ITEST Activities. March 20-27, Orlando, FL.
Ebenezer, J. (2006). PI presentation, Second Annual NSF ITEST Summit – February 8-10, 2006, Organized by Learning Resource Center, NSF-ITEST, Washington, D.C.
Liang, L. L., Richardson, G., & Ebenezer, J. (2005). Improving learning and teaching science through scaffolded inquiry: A case study. Paper presented at the National Science Teachers Association (NSTA) National Convention, March 31-April 3, 2005, Dallas, Texas.
ITEST-NSF panel/symposium. Invited by SIG Science Teaching and learning, 2005AERA. Chair and presenter.
Ebenezer, J., Chacko, S., Immanuel, N. (2004). Common knowledge construction model for teaching and learning science: applications in the Indian context, Epistemi-1 Conference, Goa, India, December 13-17.
Kaya, O. N., Dogan, A., Kilic, Z., & Ebenezer, J. V. (2004). Preservice science teachers’ views on their online argumentation about what is happening in the middle school classrooms during their practicum periods. Paper presented at the 18th International Conference on Chemical Education: Chemistry Education for the Modern World, August 3-8, 2004, Istanbul, Turkey.
Ebenezer, J. V., Halder, L., & Puvirajah, A. (2003). Chemistry students’ “developing views” of dissolving: A conceptual revolution in science perspective. IHPST Conference, University of Winnipeg, Manitoba, Canada.
Ebenezer, J. V., & Puvirajah, A. (2003). WebCT dialogues on particle theory of matter: Presumptive reasoning in students’ argumentation. International Conference on Computer Based Learning in Science, Cyprus, 5-10 July 2003.
Kaya, O. N., & Ebenezer, J. (2003). The effects of implementation of the multiple intelligences theory on grade-7 students’ attitudes and perceptions toward science. Presented at the annual Conference of the American Educational Research Association (AERA), Chicago.
Puvirajah, A., & Ebenezer, J. V. (2003). Promoting scientific literacy in the middle school through argumentation. Presented at the annual Conference of the American Educational Research Association (AERA), Chicago.
Puvirajah, A., & Ebenezer, J. V. (2003). Promoting scientific literacy in the middle school through argumentation. Presented at the annual Conference of the American Educational Research Association (AERA), Chicago.
Kaya, O. N., & Ebenezer, J. (2003, March). A longitudinal study of the effects of concept mapping and Vee diagramming on senior university students’ achievement, attitudes and perceptions in the science laboratory. Annual Conference of the National Association for Research in Science Teaching (NARST), Philadelphia, PA.
Ebenezer, J. V., Beirnacka, B., & Puvirajah, A. (2002). Electronic discussion boards: Pre-service teachers’ reflective dialogues on science teaching. IOSTE Conference, Brazil, South America.
Ebenezer, J. V. (2000). Dialogues and arguments in project-based chemical inquiry: Research into the new dialectic. Biennial Chemistry Education Conference, The University of Michigan, Ann Arbor, Michigan.
Ebenezer, J. V., & Halder, L. (2000). Plus II students' "early views" of solutions: Relational conceptual systems. Biennial Chemistry Education Conference, The University of Michigan, Ann Arbor, Michigan.
Ebenezer, J. V., & Halder, L (2000). Plus II students' "early views" of solutions: A relational conceptual systems study in the Adventist University and Seminary of Bangladesh. Congress for Social Sciences and Humanities (CSSH), Edmonton, Alberta.
Biernacka, B., & Ebenezer, J. V. (2000). Elementary teacher candidates' conceptualizations of the nature of scientific inquiry: A Phenomenography for curricular and pedagogical decision-making. Congress for Social Sciences and Humanities (CSSH), Edmonton, Alberta.
Teacher Candidates guided by J.V. Ebenezer (2000). The Common Knowledge Construction Model: The nature of scientific inquiry. WestCAST Conference, Regina, Saskatchewan.
Ebenezer, J. V. (2000). The outcome space and conceptual system: Relations for a party of discourse. Colloquium presentation at Teachers College, Columbia University, NY (January 23); OISE, University of Toronto, Toronto, ON (February 15); University of Alberta, Edmonton, AB (March 03); University of Western Ontario, ON (April, 24).
Liu, X., & Ebenezer, J. V. (1998). Descriptive categories and structural characteristics of students' conceptions: An exploration on the relations. Presented at the annual Conference of the National Association for Research in Science Teaching (NARST), San Diego, California.
Ebenezer, J. V. (1997). Hypermedia for relational conceptual change. Presented at the annual Conference of the National Association for Research in Science Teaching (NARST), Chicago, Illinois.
Ebenezer, J. V. (1996). HyperCard environment for teaching and learning solution chemistry: A constructivist perspective. International Organization of Science and Technology Education (IOSTE) Symposium, Calgary, AB.
Ebenezer, J. V. (1996). Hypermedia for relational conceptual change in solution
chemistry: Students' attitudes. XXIV CSSE Annual conference, St. Catherinesl ON.
Cyr, T. Guided by Ebenezer, J.V. (1996). Learning to teach science from multi-perspectives. WestCAST Conference,Vancouver, B.C..
Ebenezer, J. V. (1995). Learning solution chemistry in HyperCard environment: A teacher-researcher collaborative inquiry. XXIII CSSE Annual conference, Montreal, Quebec.
Ebenezer, J.V., Prud’Homme, J., & Eliasson, E. (1995). Post-modern science education: a joint exploration. XXIII CSSE Annual conference, Montreal, Quebec.
Ebenezer, J.V., Prud’Homme, J., & Eliasson, E. (1995). Post-modern science education: An elementary preservice teacher’s meaning-making in the practicum. XXIII CSSE Annual conference, Montreal, Quebec.
Ebenezer, J. V. (1995). A constructivist research-based digital solution chemistry unit: A proposed initiative for distance education. An International Conference on Distance Education, Moscow, Russia, July 9-12.
Ebenezer, J. V. (1994). A social constructivist philosophy for chemistry education. 77th Canadian Society for Chemistry Conference and Exhibition. Winnipeg, Manitoba.
Ebenezer, J. V., & Slipetz, W. (1994). The development of students' understandings in solution chemistry. 77th Canadian Society for Chemistry Conference and Exhibition. Winnipeg, Manitoba.
Ebenezer, J. V. (1993). Teaching is researching: A microcosmic collaboration model. Presented at the annual Conference of the American Educational Research Association (AERA), Atlanta, Georgia.
Ebenezer, J. V. (1993). Communicative processes in high school chemistry classrooms. Presented at the annual Conference of the National Association for Research in Science Teaching (NARST), Atlanta, Georgia.
Grunau, H. H., & Ebenezer, J. V. (1993). Reconstructing our selves: Collaborative inquiry in the lives of two science educators. Presented at the annual Conference of the National Association for Research in Science Teaching (NARST), Atlanta, Georgia.
Ebenezer, J. V. (1993). Communicative processes in high school chemistry classrooms. International Conference for Teacher Education, Tel-Aviv, Israel.
Ebenezer, J. V. (1993). Preservice teachers' meaning making in science instruction: A case study of Manitoba. International conference on Teacher Thinking and Action in Varied Contexts, Gothenburg, Sweden.
Ebenezer, J. V. (1993). The use of Hypercard in developing common knowledge: An example in chemistry. International conference on Misconceptions in Mathematics and Science, Ithaca, NY in August, 1993.
Ebenezer, J. V. (1993). Developing a practical philosophy of teaching science: A collaborative action research study. Western Canadian Association for Student Teaching (WESTCAST) Conference on Reform in Education: Unfinished Agenda, Winnipeg, Manitoba.
Ebenezer, J. V. (1993). The use of Hypercard in developing solution chemistry concepts: A teacher-researcher collaborative study. Canadian Societies for the Study of Education, The University of Calgary, Calgary, Alberta.
Ebenezer, J. V., & Slipetz, W. (1992). Teacher conceptualizations of chemical knowledge construction: A teacher-researcher collaborative project. Canadian Society for the Study of Education (CSSE) Conference, University of Prince Edward Island, Charlottetown, Prince Edward Island.
Ebenezer, J. V., & Hay, A. (1992). Preservice teachers' meaning making of science instructional practice: Collaboration and construction. Canadian Society for the Study of Education (CSSE) Conference, University of Prince Edward Island, Charlottetown, Prince Edward Island.
Ebenezer, J. V., & Hay, A. (1992). Microcosmic collaboration with preservice teachers. Canadian Society for the Study of Education (CSSE) Pre-Conference, University of Prince Edward Island, Charlottetown, Prince Edward Island.
Hay, A., & Ebenezer, J. V. (1992). Preservice teachers' insights and interpretations. Canadian Society for the Study of Education (CSSE) Conference, University of Prince Edward Island, Charlottetown, Prince Edward Island.
Ebenezer, J. V. (1991). Qualitative changes in students' conceptions of solubility. CASTME Conference, The University of British Columbia, British Columbia.
Ebenezer, J. V. (1991). Students' conceptions of solubility: A teacher-researcher collaborative study. Canadian Society for the Study of Education (CSSE) Conference, Queen's University, Kingston, Ontario.
Ebenezer, J. V. (1991). Solution chemistry: Incorporating students' conceptions of dissolving. CHEM ED Conference, University of Wisconsin, Oshkosh, USA.
Ebenezer, J. V. (1991). Students' conceptions of solubility. NSTA Conference, Hyatt Regency, Vancouver, British Columbia.
Ebenezer, J. V. (1990). V diagramming for laboratory teaching/learning: A teaching learning strategy. Catalyst Conference for B.C. Science Teachers, Simon Fraser University, Burnaby, British Columbia.
Ebenezer, J. V. (1990). A teacher-researcher collaboration in the chemistry classroom. Canadian Society for the Study of Education (CSSE) Conference, University of Victoria, Victoria, British Columbia.
Ebenezer, J. V. (1989). Students' conceptions of solution chemistry. CHEM ED Conference, Queen's University, Kingston, Ontario.
Invited and/or Refereed Locally/Regionally
Ebenezer, J. V. (1999). Mapping elementary pre-service teachers’ conceptions of ‘doing science’ onto the philosophies of learning science: Phenomenography for learning to teach teachers. Faculty of Education Research Colloquium Series, The University of Manitoba, Winnipeg, MB.
Ebenezer, J. V., & Beirnacka, B. (1999). Authentic assessment in science. SAG Conference, Winnipeg, Manitoba.
Ebenezer, J. V., & Hechter, R. (1998). Common knowledge construction model: A unit plan in biology. SAG Conference, Winnipeg, Manitoba.
Ebenezer, J. V., & Prude’Homme, J. (1995). A preservice teacher’s meaning-making of constructivist science in the practicum. Faculty of Education Research Colloquium Series, The University of Manitoba, Winnipeg, MB.
Ebenezer, J. V. (1994). Tensions in the science curriculum and instruction course. Faculty of Education Research Colloquium Series,The University of Manitoba, Winnipeg, MB.
Ebenezer, J. V. (1992). Communicative processes in high school chemistry classrooms. Faculty of Education Research Colloquium Series,The University of Manitoba, Winnipeg, MB.
Ebenezer, J. V., & Slipetz, W. (1992). Teacher conceptualizations of chemical knowledge
construction: A teacher-researcher collaborative study. Mathematics and Natural Sciences, The University of Manitoba, Winnipeg, MB.
Invited Seminars or Lectures Presented
International: Invited Speaker/Researcher
Ebenezer, J. (2021). Teacher Quality Assurance is within Your Power: Science, Spirit, and Story. Keynote speaker at the International Teacher Training and Accreditation Congress, Yıldız Technical University, Istanbul, Turkey, June 4-6, 2021. Invited by Prof. Dr. Cemil ÖZTÜRK, Marmara Üniversitesi Marmara University, Atatürk Egitim Fakültesi Atatürk Faculty of Education, Sosyal Bilimler Eğitimi Bölümü Social Sciences Education Department.
Ebenezer, J. (2018). Keynote speaker at the International Conference on “Wholistic Health and Wellbeing: Unifying Body, Mind and Spirit.” Veer Wajeckar College of Science, Arts, and Commerce, Uran, Navi Mumbai, Maharashstra, India, August 22-23. Invited by R. J. Solomon, the director of the conference.
Ebenezer, J. (2018). One seminar—A conceptual change inquiry model of teaching, learning, and research. Crescent College of Education for Women, Madurai-14, Tamil Nadu, India, July 13, 2018. Invited by Dr. S. Mahdoom Ariffa, Principal.
Ebenezer, J. (2018). Three seminars—Fulbright programs; a conceptual change inquiry model of teaching and learning, educational research. Thassim Beevi Abdul Kader College for Women [Autonomous & Reaccredited], KILAKARAI, Ramanathapuram - 623 517. Tamilnadu, India, July 8-12, 2018. Invited by Dr. S. Sumayaa, Principal.
Ebenezer, J. (2018). Ten seminars on educational issues. Examples are as follows: Leadership; a conceptual change inquiry model of teaching and learning; chemistry learning—Science, Story, and Spirit; Interdisciplinary research, student cabinet--leadership, administrative council, Lady Doak College, Madurai, Tamil Nadu, India, June 24 – July 15, Invited by the Dr. Christianna Singh, the principal of Lady Doak College.
Ebenezer, J. (2018). Two inaugural addresses—biotechnology, chemistry, Lady Doak College, Madurai, Tamil Nadu, India, June 24 – July 15, Invited by the heads of the respective departments, Lady Doak College.
Ebenezer, J. (2017). A seminar for teachers, Wavuniya Seventh-day Adventist School, Wavuniya, Sri Lanka.
Ebenezer, J. (2017). Invited speaker at Flaiz memorial College, Narasapur, India. Invited by Dr.Roy, J. Injety.
Ebenezer, J. (2017). Several seminars for teachers, Flaize Memorial College, Narasapur, India.
Ebenezer, J. (2017). Keynote speaker.at the 15th International Conference on Developing Real Life Learning Experiences: Smart Education in Sustainable Development, King Mongkut’s Institute of Technology, Ladkrabang, Bangkok, Thailand.
Ebenezer, J. (2017). Keynote speaker at the International Teacher Training and Accreditation Congress, Yıldız Technical University, Istanbul, Turkey, May 19-21, 2017. Invited by Prof. Dr. Cemil ÖZTÜRK, Marmara Üniversitesi Marmara University, Atatürk Egitim Fakültesi Atatürk Faculty of Education, Sosyal Bilimler Eğitimi Bölümü Social Sciences Education Department.
Ebenezer, J. (2017). Life Skills Education (ICLSE-2017)--Life Skills for Achieving Sustainable Development Goals 2030. Valedictory message at the International Conference, Pune, Maharashtra State, India, February 3-5, 2017.
Ebenezer, J. (2016). Research in Education (ICRE): Quality Assurance in Education: Policies & Approaches. Keynote speaker at the ICRE Congress--6th Annual International Congress, Recep Tayyip Erdogan University in Rize, Turkey, October 13-15, 2016.
Ebenezer, J. (2016). Empowering e-generation: Vision 2020. Keynote speaker at the International Conference, Pune, India, March 11-12, 2016. MAAER’s MIT School of Education & Research—invited by Dr. Yashpal Netragaonka.
Ebenezer, J. (2016). Five approaches to qualitative inquiry and research design. Keynote speaker at EduSearch Conference, Spicer Adventist University, Pune, India, January 07, 2016—invited by Dr. Sheela Chacko.
Ebenezer, J. (2016). Integrating technology into education. Keynote speaker at EduSearch Conference, Spicer Adventist University, Pune, India, January 07, 2016—invited by Dr. Sheela Chacko.
Ebenezer, J. (2013). A keynote speaker. Teacher professional development in the national “A Framework of K-12 Science Education”, Conference on Creative Education (CCE 2013), May 24 to 26, 2013 in Beijing, China. Travel Grant $1200 by OTL.
2010-12 Invited by Dr. Muammer Çalık, Karadeniz Technical University, Trabzon, Turkey, June, 2011; December, 2012; May, 2012.
• Lectures on USA Science Education
2009 Invited by 2009 ESERA Conference, Istanbul, Turkey, August 31.
• Workshop on the TITiC Project at ESERA Conference
2009 Invited by Dr. Osman Nafiz Kaya, Firat University, Elazig, Turkey, September 4-October 11.
• University-wide lecture on the TITiC Project—documentary on local TV
• Graduate seminar on CKCM
2009 Invited by Dr. Muammer Çalık, Karadeniz Technical University, Trabzon, Turkey, October 12.
• Lecture on the TITiC Project to the Science Education Community
2004 Invited by Prof. Viswanath D. Karad, President & UNESCO Chair Holder, Pune, India, December 22.
• To visit World Peace Center, MAEER’s MIT, Pune, India,. Conversations with the president and 5 scientists.
• Special Guest of Honor and keynote address for the Third Session of the International Conference on Ultimate Reality and Meaning of Life. Addressed nearly 300 scientists.
2004 Invited by Prof. Sheela Chacko, Spicer Memorial College, Pune, India.
• Seminar on research in science education to professors of sciences and educators.
2004 Invited by Prof. Nanibala Immanuel, Spicer Memorial College, Pune, India.
• 1 hour seminar on science education to graduate students.
• 2 hour seminar on science education to all education students.
2004 Invited by Prof. J. Hao, Macau, China.
• 42 hours of teaching 25 experienced science teachers--Integrated conceptual change science for secondary teachers: Teaching, learning, and assessment strategies
2004 Invited by Prof. J. Hao, and Prof. Liu, Nanjing University, China, May 20-June 1.
• 6 seminars (30 hours) on teaching, learning and research in science education to elementary and secondary teachers and science teacher educators.
2003 Invited by Dr. Nirmala Jeyaraj (Principal), Lady Doak College, Affiliate of Madurai University, Madurai, Tamil Nadu, India, December 7-14
• 7 Lectures/seminars on teaching, learning and research
2001 Invited by Yoshika Coda, World Bank, Washington, DC. August 27.
2000 Invited by Dr. M. Matthews, The University of New South Wales, for History, Philosophy & New South Wales Science Teaching Third Annual Conference. October 20, 2000 (plenary speaker and workshops).
2000 Invited by Dr. R. Duschl, Kings College, London to take part in a seminar on argumentation research, May 30 and 31.
1999 Invited by Dr. D. Hammer, University of Maryland, Maryland, as a visiting scholar, June 1999. (Sabbatical).
Conducted a seminar on Phenomenographic categories for common knowledge construction: An example in chemistry (June 24, 1999).
1999 Invited by Joanne Capper (senior education specialist), World Bank, Washington, DC.
• Gave a seminar on “current trends in science teaching, learning, and assessment.”
1999 Invited by Dr. R. Duschl, Vanderbilt University, Tennessee, as a visiting scholar, January-May, 1999. (Sabbatical).
• Phenomenography: A research tool for learning how to teach teachers (Brown Bag Seminar Series), March 10, 1999.
• Participation in implementation of a SEPIA unit on flotation in a grade 7 class using Knowledge Forum (a computer program).
• Participation in Argumentation Research.
1998 Invited by Dr. MD. Azhar Ali, Institute of Education and Research, Dhaka University, Dhaka, Bangladesh.
• Conducted a seminar on Research in Science Education.
1998 Invited by Dr. R. Ananthasayanam (Professor and Head of the Department of Educational Technology), Bharathiar University, Coimbatore-641 046, Tamil Nadu, India.
• Gave a lecture on the nature of science education to graduate students and
professors in the Zoology Department upon the invitation of Dr. Murgan.
1998 Invited by Dr. Nirmala Jeyaraj (Principal), Mrs. R. Victoria (Head of the Chemistry Department), and Mrs. O. Rawlin (Head of the Zoology Department), Lady Doak College, Affiliate of Madurai University, Madurai, Tamil Nadu, India.
• Lecture on research in science to more than 100 undergraduate science students.
1998 Invited by Dr. Daisy Dharmaraj MD, Director of PREPARE, India Rural Reconstruction and Disaster Response Service, Madras, Tamil Nadu, India.
• Gave a talk in the school assembly.
• Conducted all day seminar for teachers about contemporary teaching and learning methodologies in science.
1998 Invited by Dr. W.R. Dennis, President of the Adventist University of Bangladesh and Seminary (AUSB) as a visiting scholar, May -December, 1998, Bangladesh. (Sabbatical)
• Adjunct Professor at the Adventist University and Seminary of Bangladesh, Bangladesh.
• Convocation Speaker--gave the baccalaureate address for the 1998 convocation ceremony, December 1998.
• Conducted science and technology education seminar October to December.
• Taught Science and Health methods course from August to December.
• Conducted research with elementary preservice teachers.
• Organized Co-construction of Science Teaching Conference at AUSB, December 1998.
• Established Children's Science and Technology Learning Center at AUSB--founder and fund raiser.
• Established ongoing research in chemistry education: In collaboration with Litton Halder, Associate Professor.
1997 Invited by Dr. Duncan Fraser, Department of Chemical engineering, University of Cape Town, South Africa to explore first year chemical engineering students' and their professors' conceptions of Energy (July 22-August 15).
• Interviewed 21 first year chemeng students and 4 professors.
• Gave a seminar--Types of Knowledge in Science: Developing Students' Multiple Intelligences.
• Advised graduate students.
• Had formal and informal meetings with faculty members in various departments at UCT.
• Gave the same seminar to science and mathematics education graduate students at the University of Western Cape while at UCT.
1996 Invited by Dr. Cedric Linder, Physics Department of the Western Cape, S. Africa to provide input on future growth of their collaborative research program and also to be a discussant at the "Public understanding of S & T" conference held in December 4-7, 1996.
• Gave a presentation to the Faculty of Science and Mathematics on multimedia for teaching and learning.
• A discussant at the Public Understanding of S & T conference on girls in science.
• Advised doctoral students.
• Served as an external examiner for master’s students in physics education.
National: Invited Speaker
2004 Implications of the History of Science for School Science: An Example in Chemistry, Sponsored by the Working Group on Science and Society, Monday, 16 February.
2001 Invited speaker, Science Education in India, 2001 Arts of India Conference, Sponsored by Aditi Institute of Fine and Performing Arts, Wayne State University, Detroit, MI, October 5 and 6.
2001 Invited speaker, Detroit Public Schools, Detroit, MI, July 31 and August 02, 2001.
1997-2000 Invited speaker at Special Area Group conferences by the organizing committee, Winnipeg, Manitoba.
1995 Invited by Dr. Xiufeng Liu, coordinator for research and technology at the
Education Department of St. Francis Xavier University, Nova Scotia. Issues on
teacher-researcher collaboration (a seminar to the faculty on October 4).
1996 Invited by the Manitoba Association of Principals. Multi-voices in science education. 29th Annual Conference of Principals, Leadership and the reform process: Education into the 21st century. February 14-16.
State: Invited Speaker
2016 Michigan Adult Educators Training Conference (MAETC) at the Book Cadillac in Detroit, April 11-13. Invited by Sean Lively, Director of Education and Career Success Workforce Development, the Office of Adult Education, Lansing, MI.
Publications
Ebenezer, J. (2022—WRITING). Machine learning for student-teacher interactive science education. Florida, USA, CRC Press: Taylor & Francis Group, LLC.
Scholarly Books Published
Ebenezer, J. (2020). Hark, Hark! Hear the Story of a Science Educator! Professor Ali Eftekhari, PFHEA, Editor, Global Science Education, Belfast Academy, United Kingdom, CRC Press (Taylor & Francis) (https://www.crcpress.com/Global-Science-Education/book-series/GSESERIES). OTL speaker about the book.
Co-Authored
Ebenezer, J. V., & Lau, E. (2nd ed., 2003, 1999). Science on the Internet: A resource guide for K-12 teachers. Upper Saddle River, New Jersey: Prentice-Hall, Inc., Simon and Schuster/A Viacom Company.
Ebenezer, J. V., & Haggerty. S. (1999). Becoming Secondary School Science Teachers: Preservice Teachers as Researchers. Upper Saddle River, New Jersey: Prentice-Hall, Inc., Simon and Schuster/A Viacom Company.
Ebenezer, J. V., & Connor, S. (1999, Canadian Edition). Learning to teach science: A model for the 21 century. Scarborough, ON: Prentice Hall Allyn & Bacon, A Division of Simon & Schuster/A Viacom Company.
Ebenezer, J. V., & Connor, S. (1998). Learning to teach science: A model for the 21 century. Upper Saddle River, New Jersey: Prentice-Hall, Inc., Simon and Schuster/A Viacom Company.
Editorships of Books/Journals/Proceedings
2021- Guest Editor for the Journal of Disciplinary and Interdisciplinary Science Education Research. COVID-19 Special Issue.
Ameis, J., & Ebenezer, J. V., (Series Editor). (2nd Ed., 2002, 2000). Mathematics on the Internet: A resource guide for K-12 teachers. Upper Saddle River, New Jersey: Prentice-Hall, Inc., Simon and Schuster/A Viacom Company.
Greenlaw, J., & Ebenezer, J. V., (Series Editor). (2nd Ed., 2004, 2001). Language literacy on the Internet: A resource guide for K-12 teachers. Upper Saddle River, New Jersey: Prentice-Hall, Inc., Simon and Schuster/A Viacom Company. 157 pages.
Book Chapters (Peer Reviewed)
Cudjoe, M., Ebenezer, J. (2022). The Critical Fortunes of Pythagoras’ Probes. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-81037-5_14-1.
Çalık, M., Ebenezer, J. (Equal authors, 2018). Innovative Technologies-Embedded Scientific Inquiry Practices: Socially Situated Cognition Theory. Robert Zheng, Editor Strategies for Deep learning with Digital Technology: Theories and Practices in Education. Nova Science Publishers, Inc.
Ebenezer, J., Harden, S., Sseggobe-Kiruma, N Pickell, R., & Hamden, S. (2018). A Phenomenography of Educators’ Conceptions of Curriculum: Implication for Next Generation Curriculum Theorists’ Contemplation and Action. In Ng-A-Fook, Ibrahim, Smith & Hébert (2018), IAACS edited collection, An Advancement for Curriculum Studies Manifesto. Chennai, TN: SpringerNature, Scientific Publishing Services (P) Ltd.
Journal Articles Published (Refereed)
Ebenezer, J., Sitthiworachart, J., & Kew, S. N. (2021). Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool. Education and Information Technologies, (), 1-25. DOI: 10.1007/s10639-021-10654-5
Grace, S., & Ebenezer, J. (2020). Grade seven science teacher’s discursive interactions in developing common knowledge: Question types, discourse patterns, and communicative approaches. Horizons for Holistic Education, 7(2), 123-154.
Kaya, Z., Kaya, O.N., Aydemir, S., & Ebenezer, J. (in press). Knowledge of student Learning difficulties as a plausible pathway between content knowledge and pedagogical content knowledge: Conceptual change. Research in Science Education.
Cinici, A., Ebenezer, J. & Gursoy, G. (2019). Student Teachers' Views of Science Microteaching: Experiences, Abilities, and Reflective Feedback. International Journal of Research in Teacher Education, 10(4), 50-67.
Ebenezer, J. (2018). Pythagorean theorem as the curriculum foundation: An architecture for the holistic development and wellbeing of youth, Research Chronicler, International Multidisciplinary Research Journal, Vol VI Spl. Issue II of the International Conference on “Wholistic Health and Wellbeing: Unifying Body, Mind and Spirit., V-IX, August 2018, Keynote Address, Guest Editor, R. J. Solomon.
Derman, A., & Ebenezer, J. (2018). The effect of multiple representations of physical and chemical changes on the development of primary pre-service teachers’ cognitive structures. Research in Science Education, DOI 10.1007/s11165-018-9744-5.
Ebenezer, J., Kaya, O.N., & Kassab, D. (2018) High School Students’ Reasons for their Science Dispositions: Community-based innovative technologies-embedded environmental research projects, Research in Science Education, ( ), 1. DOI: 10.1007/s11165-018-9771-2.
Booranakit, N., Tungkunanan, P., Suntrayuth D., & Ebenezer, J. (2018). Good governance of Thai local educational management, Asia-Pacific Social Science Review, 18(1), 62-77.
Saka, A., Ebenezer, J., Çakır, I. and Saka, A.Z. (2016) Pedagogy of creative drama in Biology. Open Journal of Social Sciences, 4, 187-198. http://dx.doi.org/10.4236/jss.2016.43024
Çalik, M., Ebenezer, J., Özsevgeç, T., Artun, H. & Küçük, Z. (2014). Improving science student teachers’ self-perceptions of fluency with innovative technologies and scientific inquiry abilities. Journal of Science Education and Technology, 24(4), 448-460. doi: 10.1007/s10956-014-9529-1
Çalik, M., Özsevgeç, T., Ebenezer, J., Artun, H. & Küçük, Z. (2014) Effects of ‘environmental chemistry' elective course via technology embedded scientific inquiry model on some variables”. Journal of Science Education and Technology, 23(3), 412-430. https://doi.org/10.1007/s10956-013-9473-5, Top h cited research: 16 citations
Ebenezer, J. (2013). Social justice pedagogy for all science learners. Book Review of Tan, E., Barton, A.C. with Turner, E., and Gutierraez, M.V. (2012). Empowering Science & Mathematics Education in Urban Schools. Studies in Science Education, 252-264. DOI:10.1080/03057267.2013.802461
Wood, L., Ebenezer, J., & Boone, R. (2013). Effects of an intellectually caring model on urban African American alternative high school students’ conceptual change and achievement. Chem. Educ. Res. Pract., 14(4), 390-407. DOI: 10.1039/C3RP00021D
Calik, M., Ozsevgec, T., Kucuk, Z., Aytar, A., Artun, H., Kolayali, T., Kiryek, Z., Ultay, N., Turan, B., Ebenezer, J., & Costu, B. (2012). Analyzing senior science student teachers’ environmental research projects of scientific inquiry: A preliminary study. Procedia - Social and Behavioral Sciences, 46(2012), 379-383.
Ebenezer, J., Columbus, R., Kaya, O.N., Zhang, L., Ebenezer, D.L. (2012). One science teacher’s professional development experience: A case study exploring changes in students’ perceptions of their fluency with innovative technologies. Journal of Science Education and Technology, 21, 22-37. DOI: 10.1007/s10956-010-9277-9
Ebenezer, J., Kaya, O.N., & Ebenezer, D.L. (2011). Engaging Students in Environmental Research Projects: Perceptions of Fluency with Innovative Technologies and levels of Scientific Inquiry Abilities. Journal of Research in Science Teaching, 48(1), 94-116. Top h cited research: 38 citations
Ebenezer, J., Chacko, S., Kaya, O., Koya, K., Ebenezer, D. L. (2010). The Effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Teaching, 47(1), 25-46. Top h cited research: 26 citations
Liang, L. L., Ebenezer, J., & Yost, D. S. (2010). Characteristics of Pre-Service Teachers’ Online Discourse: The Study of Local Streams. Journal of Science Education and Technology, 19(1), 69. http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s10956-009-9179-x.
Çalık, M., Ayas, A., & Ebenezer, J. (2009). Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations. Research in Science & Technological Education, 27(3), 283-308.
Ebenezer, J. (Winter 2008). Can curriculum ideals be patched onto old garment or poured into old wineskin? Journal of Curriculum and Pedagogy, 5(2).
Liang, L., Chen, S., Chen, X., Kaya, O. N., Adams, A.D., Macklin, M., & Ebenezer, J. (2009). Preservice Teachers' Views about Nature of Scientific Knowledge Development: An International Collaborative Study, International Journal of Science and Mathematics Education, 7, 987-1012. http://dx.doi.org/10.1007/s10763-008-9140-0 Top h cited research: 52 citations
Liang, L. L., Sufen, C., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2008). Assessing pre-service elementary teachers views on the nature of scientific knowledge: A dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 2-19. http://www.ied.edu.hk/apfslt/index.htm). Top h cited research: 50 citations
Ebenezer, J. V., & Puvirajah, A. (2005). WebCT dialogues on particle theory of matter: Presumptive reasoning schemes. Educational Research and Evaluation: An International Journal on Theory and Practice, 11(6), 561-589. Special Issue: The Role of Research in Using Technology to Enhance Learning in Science. Guest Editors: Zacharias C. Zacharia and Constantinos P. Constantinou.
Calik, M., Ayas, A., & Ebenezer, J.V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. Journal of Science Education and Technology, 14(1), 29-50. Top h cited research: 70 citations
Ebenezer, J. V., Lugo, F., Beirnacka, B., & Puvirajah, A. (2003). Community building through electronic discussion boards: Pre-service teachers’ reflective dialogues on science teaching. Journal of Science Education and Technology, 12(4), 397-411. Top h cited research: 20 citations
Liu, X., & Ebenezer, J. V. (2002). Descriptive categories and structural characteristics of students' conceptions: An exploration of relations. Research in Science and Technological Education, 20(1), 112-131.
Liu, X., Ebenezer, J. V., & Fraser, D. (2002). Structural characteristics of university engineering students' conceptions of energy. Journal of Research in Science Teaching, 39, 1-19. Top h cited research: 46 citations
Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students' conceptions: Animation of the solution process of table salt. Journal of Science Education and Technology, 10(1), 73. Top h cited research: 97 citations
Ebenezer, J. V., & Fraser, D. (2001). First year chemical engineering students' conceptions of energy in solution process: Phenomenographic categories for common knowledge construction. Science Education, 85, 509-535. Top h cited research: 69 citations
Ebenezer, J. V. (1996). Christian preservice teachers' practical arguments in a science curriculum and instruction course. Science Education, 80(4), 437-456.
Ebenezer, J. V., & Erickson, G. (1996). Chemistry students' conceptions of solubility. Science Education, 80(2), 181-201. (This article was requested by The Archives of Jean Piaget, University of Geneva). Top h cited research: 138 citations
Ebenezer, J. V., & Gaskell, P. J. (1995). Relational conceptual change in solution chemistry. Science Education, 79(1), 1-17. Top h cited research: 85 citations
Ebenezer, J. V., & Hay, A. (1995). Preservice teachers' meaning making of science instruction: a case study in Manitoba. International Journal of Science Education, 17(1), 93-105.
Ebenezer, J. V., & Zoller, U. (1993a). Grade 10 students' perceptions of and attitudes toward science teaching and school science. Journal of Research and Science Teaching, 30(2), 175-186. Top h cited research: 98 citations
Ebenezer, J. V., & Zoller, U. (1993b). The no change in high school students' attitudes toward science in a period of change: A probe into the case of British Columbia. School Science and Mathematics, 93(2), 96-102.
Ebenezer, J. V. (1992). Making chemistry learning more meaningful. Journal of Chemical Education, 69, 464-467. Top h cited research: 19 citations
Zoller, U., Ebenezer, J. V., Morely, K., Paras, S., Sandberg, V., West, C., Wolthers, T., & Tan, S. H. (1990). Goal attainment in science-technology-society (S/T/S) education and reality: The case of British Columbia. Science Education, 74(1), 19-36. Top h cited research: 55 citations
Articles in Review
Cudjoe, M., & Ebenezer, J. (July 24, 2022) Eighth grade students' conceptions of fraction and substitution: A phenomenography
Articles in Progress
Ebenezer, J., Uke, I., & Kaya, O. Seventh grade students’ achievement and relational conceptual change in photosynthesis and cellular respiration
Ebenezer, J., Uke, I., & Kaya, O. Seventh grade students’ pre-post explanation of absorb/transport theory
Ebenezer, J., Uke, I., & Kaya, O. Weekly events description and discourse
Uke, I., Ebenezer, J., & Kaya, O. Interventional investigations: An analysis of students’ I-Lab reports
Kassab, D., Ebenezer, J., & Kaya, O. High school science students’ conceptual change in diffusion and osmosis
Kassab, D., Ebenezer, J., & Kaya, O. High school science students’ engineering dialysis designs
Kassab, D., Kaya, O., & Ebenezer, J. High school science students’ scientific reasoning: Diffusion and dialysis
Serryn, M., Ebenezer, J., & Kaya, O. Science graduate students’ conceptualization of the nature of science: A phenomenography
Serryn, M., Ebenezer, J., & Kaya, O. Science graduate students’ stories: A hermeneutic phenomenology
Serryn, F., Kaya, O., & Ebenezer, J. Science graduate students’ understanding of the nature of science: Relationship to demographics
Simmons, D.S., & Ebenezer, J. Engaging middle school teachers in lesson study: Teacher-talks heighten awareness on mathematical conceptual struggles. Journal of Research Mathematics Education.
Grace, S., & Ebenezer, J. Characterizing a third space emergence at the interplay of formal-informal educators: Opportunities for personal growth in collaboration and communication.
Grace, S., & Ebenezer, J. Situating seventh grade urban students at the intersection of formal and informal experiences: Impact on science learning and achievement.
Articles in Teacher Professional Journals
Ebenezer, J. V. (1996). Developing common knowledge: A perspective of measuring success in science class. The Manitoba Science Teacher (SAG Special Edition), 38(2), 23-27. (Invited article by the editor of the Science Teacher Association of Manitoba). Reprint of this article in Catalyst, British Columbia, Canada.
Ebenezer, J. V. (1996). Environmental ethics in sustainable development education. The Manitoba Science Teacher, 37(4), 11-16. (invited article by the STAM editor).
Reilly, C., & Ebenezer, J. V. (1995). The POE strategy for chemical knowledge construction. The Manitoba Science Teacher, 37(2), 12-16.
Ebenezer, J. V., & Landry, A. (1994). Fostering common knowledge through problem-solving. The Manitoba Science Teacher, 35(2), 13-23.
Ebenezer, J. V., & Achtemichuk, L. (1992). What do children really think of shadows?: A preservice teacher's explorations of science instruction. The Manitoba Science Teacher, 33(3), 11-15.
Ebenezer, J. V. (1990). Vee diagramming for laboratory teaching/learning. Catalyst, 33(3), 30.
Ebenezer, J. V. (1982). Science curriculum decision-making in British Columbia. The B.C. Science Teacher, 23(3), 19-20.
Abstracts/Papers Published in Conference Proceedings
Refereed Abstracts/Papers
Lynch, S. & Ebenezer, J. (2020) A Phenomenography of Elementary Pre-Service Teachers’ Meaning-Making of Inquiry- Learning of Earth Science Concepts: Documenting Via Top-Hat, a Virtual Platform. Paper presentation at the 32nd Annual Ethnographic & Qualitative Research Conference (EQRC), Las Vegas, Nevada.
Ebenezer, J. (2019). Competency-based education: An online science methods course grounded in variation theory of learning. Paper presentation, EDULearn 2019, Spain.
Ebenezer, J. (2016). Five approaches to qualitative inquiry and research design. EduSearch Conference Proceedings, Spicer Adventist University, Pune, India, January 7, 2016
Ebenezer, J., & Grace, S. (2015). A middle school science teacher’s classroom talk: Discourse characteristics and question types in a unit on energy. Proceedings, epiSTEME 6, Homi Baba Centre for Science Education TIFR, Mumbai, India, 15-18 December, 2015.
Ebenezer, J. (2012). Teaching grade nine students to conduct environmental research with innovative technologies: The nature of discourse in classroom and community. Proceedings of the Sixth International Technology, Education and Development Conference, Valencia, Spain, March 5-7, 2012.
Ebenezer, J. V., & Puvirajah, A. (2003). WebCT dialogues on particle theory of matter: Presumptive reasoning in students’ argumentation. Proceedings of the Sixth International Conference on Computer Based Learning in Science, Cyprus, July, 5-10, 2003.
Ebenezer, J. V., Beirnacka, B., & Puvirajah, A. (2002). Electronic discussion boards: Pre-service teachers’ reflective dialogues on science teaching. Abstracts of the 2002 IOSTE Conference, Brazil, South America.
Ebenezer, J. V. (2000). In M. R. Matthews (ed.). History of chemistry and conceptual change. History, Philosophy & New South Wales Science Teaching, Third Annual Conference, The University of New South Wales. October 20, 2000. (plenary speech).
Ebenezer, J. V. (2000). In M. R. Matthews (ed.). Students and chemists' early views of solutions: Implications for teaching. History, Philosophy & New South Wales Science Teaching, Third Annual Conference, The University of New South Wales. October 20, 2000. (workshop).
Ebenezer, J. V. (1997). Hypermedia for relational conceptual change. Abstracts of the 1997 NARST Conference, Chicago, Illinois.
Ebenezer, J. V. (1996). HyperCard environment for teaching and learning solution chemistry: A constructivist perspective. Abstracts of the 8th International Organization of Science and Technology Education (IOSTE) Symposium. Edmonton, Alberta.
Ebenezer, J. V. (1996). The access of girls to science and technology: Comment on the paper written by Svein, 254-260. Promoting public understanding of science and technology in Southern Africa. In M. B. Ogunniyi (ed.). Proceedings of a Southern African Conference, Cape Town, Republic of South Africa, December 4-7, 1996.
Ebenezer, J. V. (1994). A social constructivist philosophy for chemistry education. Abstracts of the 77th Canadian Society for Chemistry Conference and Exhibition. Winnipeg, Manitoba.
Slipetz, W., & Ebenezer, J. V. (1994). The development of students’ understandings in solution chemistry: A constructivist approach. Abstracts of the 77th Canadian Society for Chemistry Conference and Exhibition. Winnipeg, Manitoba.
Ebenezer, J. V. (1995). A constructivist research-based digital solution chemistry unit: A proposed initiative for distance education. Abstracts of the Moscow, 1995: An International Conference on Distance Education. Moscow, Russia.
Ebenezer, J. V. (1993). Preservice teachers' meaning making in science instruction: A case study of Manitoba. Abstracts of the 6th International Conference on teacher Thinking and Action in Varied Contexts. Gothenburg, Sweden.
Ebenezer, J. V. (1993). The use of Hypercard in developing common knowledge: An example in chemistry. Electronic proceedings of the 3rd International Conference on Misconceptions in Mathematics and Science, Ithaca, NY.
Ebenezer, J. V., & Hay, A. (1992). Microcosmic collaboration with preservice teachers. In Clandinin, J. (Ed.), Proceedings of the 1992 CSSE Pre-Conference on Collaborative Research in Teacher Education Conference, Prince Edward Island. Edmonton, Centre for Research for Teacher Education Development.
Grunau, H., & Ebenezer, J. V. (1992). In the beginning: Collaborative inquiry into the work of a science educator. In Clandinin, J. (Ed.), Proceedings of the 1992 CSSE Pre-Conference on Collaborative Research in Teacher Education Conference, Prince Edward Island. Edmonton, Centre for Research for Teacher Education Development.
Non-refereed Papers
Ebenezer, J. V. (2002). Science report: Logan Elementary School. College of Education, Wayne State University.
Ebenezer, J. V. (1998). Proceedings of the co-construction of science teaching conference, Adventist University and Seminary of Bangladesh, Bangladesh.
Ebenezer, J. V., Prud'Homme, J., & Eliasson, E. (1995). Multi-voices in science education: A constructivist unit on flotation. A monograph submitted to St. Ignatius' School, Winnipeg, Manitoba.
Ebenezer, J. V. (1992). Teacher evaluation and recommendations. A report submitted to Red River Valley Junior Academy, Winnipeg, Manitoba.
Ebenezer, J. V. (1992). Program evaluation and recommendations. A report submitted to Red River Valley Junior Academy, Winnipeg, Manitoba.
Ebenezer, J. V. (1989). Science assessment: Affective component—Part I. A research report presented to Consulco Consultants Inc. and Delta School District, Delta, B.C. (31 typewritten pages) (unavailable).
Ebenezer, J. V. (1989). Students' perceptions of their science education—Part II. A research report presented to Consulco Consultants Inc. and Delta School District, Delta, B.C.
Ebenezer, J. V. (Ed.). (1989). Towards a global science education: Focus on teacher education. Global education in the content areas, resources for teacher educators. Research and Development in Global Studies. Centre for the Study of Curriculum and Instruction, University of British Columbia, Faculty of Education, Vancouver, British Columbia.
Ebenezer, J. V. (1989). Teaching science from a global perspective: A curricular exemplar. In J. V. Ebenezer, (ed.). Towards a global science education: Focus on teacher education. Global education in the content areas, resources for teacher educators. Research and Development in Global Studies. Centre for the Study of Curriculum and Instruction, University of British Columbia, Faculty of Education, Vancouver, British Columbia.
Ebenezer, J. V. (1989). Science and global education selected references. Research and Development in Global Studies. Centre for the Study of Curriculum and Instruction, University of British Columbia, Faculty of Education, Vancouver, British Columbia.
Research Description
Technology-embedded scientific inquiry