Joshua Premo

Joshua Premo

Assistant Professor - Biology

Office: SB-243K

Phone: 801-863-5197

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I am broadly interested in social aspects of K-16 science learning. My early work focused on how different aspects of classroom social environments relate to student dispositions towards cooperating with their peers during learning. More recently I have began exploring two areas: 1) How discourse varies between higher and lower performing student groups during science learning, 2) How first generation students' collaborative experiences in science laboratory classrooms may shape their disposition towards continuing to pursue a science career.

I also have secondary interests in educational psychometrics and science misconceptions.

I you are interested in science education or the social psychology of education contact me! There are mentored research opportunities available!


Premo, J., Cavagnetto, A., Honke, G., and Kurtz, K. (2019). Conflicting Categories: Combating the Application of an Intuitive Conception of Inheritance. Journal of Research in Science Teaching. 56(1), 24-44.

Premo. J., Cavagnetto A., and Davis, W. (2018). Promoting Collaborative Classrooms: The impacts of interdependent cooperative learning on undergraduate interactions and achievement. CBE-Life Science Education. 17(2), ar17-fe5. https://www.lifescied.org/doi/10.1187/cbe.17-08-0176

Premo, J. and Cavagnetto, A. (2018). Priming Students for Whole-Class Interaction: Using interdependence to support behavioral engagement. Social Psychology in Education, 21(4), 915-935.

Premo, J., Cavagnetto, A., and Lamb, R. (2018). The Cooperative Classroom Environment Measure (CCEM): Refining a Measure that Assesses Factors Motivating Student Prosociality. International Journal of Science and Mathematics Education, 16(4), 677-697.

Premo, J., Lamb, R., and Cavagnetto, A. (2018). Conditional cooperators: Student prosocial dispositions and their perceptions of the classroom social environment. Learning Environments Research, 21(2), 229-244.

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Curriculum Vitae