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Social Sciences and Humanities

D-Index
43
Citations
13966
World Ranking
4279
National Ranking
2040

Overview

Elizabeth A. Davis is affiliated with the University of Michigan-Ann Arbor in the United States. Their research primarily lies within the field of Social Sciences, with a focus on Education, Sociology and Political Science, General Agricultural and Biological Sciences, Developmental and Educational Psychology, and Social Psychology.

The scientist's work spans several key topics, including:

  • Science Education and Pedagogy
  • Diverse Educational Innovations Studies
  • Teacher Education and Leadership Studies
  • Education and Critical Thinking Development
  • Educator Training and Historical Pedagogy
  • Animal and Plant Science Education
  • Educational Strategies and Epistemologies

Elizabeth A. Davis has contributed to multiple publication venues, with frequent papers appearing in:

  • Journal of Science Teacher Education
  • Science Education
  • Science and Children
  • Pharmacology Research & Perspectives
  • Diabetes Care

Some of their notable recent papers include:

  • Identifying the core concepts of pharmacology education, 2021, Pharmacology Research & Perspectives
  • Leading instructional improvement in elementary science: State science coordinators' sense-making about the Next Generation Science Standards, 2022, Journal of Research in Science Teaching
  • Defining and unpacking the core concepts of pharmacology education, 2021, Pharmacology Research & Perspectives
  • Youth Critical Data Practices in the COVID-19 Multipandemic, 2021, AERA Open
  • Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic, 2020, Educational Researcher

Frequent co-authors collaborating with Elizabeth A. Davis include:

  • Christa Haverly
  • Annemarie Sullivan Palincsar
  • Jessica Bautista
  • Tony Huynh
  • Adam Bennion

In addition to journal articles, Davis has a book publication titled Rise and Thrive with Science, released in 2023 by National Academies Press eBooks.

Best Publications

  • Designing Educative Curriculum Materials to Promote Teacher Learning

    Elizabeth A. Davis;Joseph S. Krajcik

  • Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

    Christina V. Schwarz;Brian J. Reiser;Elizabeth A. Davis;Lisa Kenyon

  • A Scaffolding Design Framework for Software to Support Science Inquiry

    Chris Quintana;Brian J. Reiser;Elizabeth A. Davis;Joseph Krajcik

  • Challenges New Science Teachers Face

    Elizabeth A. Davis;Debra Petish;Julie Smithey

  • Internet Environments for Science Education

    Marcia C. Linn;Elizabeth A. Davis;Philip Bell

  • Scaffolding students' knowledge integration: prompts for reflection in KIE

    Elizabeth A. Davis;Marcia C. Linn

  • Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts

    Elizabeth A. Davis

  • Characterizing productive reflection among preservice elementary teachers: Seeing what matters

    Elizabeth A. Davis

  • Explorations of Scaffolding in Complex Classroom Systems

    Elizabeth A. Davis;Naomi Miyake

  • The knowledge integration environment: theory and design

    Philip Bell;Elizabeth A. Davis;Marcia C. Linn

  • Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials

    Cory T. Forbes;Elizabeth A. Davis

  • Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development

    Elizabeth A. Davis

  • Beginning teachers moving toward effective elementary science teaching

    Elizabeth A. Davis;Julie Smithey

  • An Investigation of Software Scaffolds Supporting Modeling Practices

    Eric B. Fretz;Hsin Kai Wu;Bao Hui Zhang;Elizabeth A. Davis

  • Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge

    Carrie J. Beyer;Elizabeth A. Davis

  • Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design:

    Elizabeth A. Davis;Annemarie Sullivan Palincsar;P. Sean Smith;Anna Maria Arias

  • The Knowledge Integration Perspective on Learning

    Marcia C. Linn;Bat-Sheva Eylon;Elizabeth A. Davis

  • The Scaffolded Knowledge Integration Framework for Instruction

    Marcia C. Linn;Elizabeth A. Davis;Bat-Sheva Eylon

  • 3 Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework

    Marcia C. Linn;Philip Bell;Elizabeth A. Davis

  • Preservice Elementary Teachers' Critique of Instructional Materials for Science.

    Elizabeth A. Davis

Frequent Co-Authors

Annemarie Sullivan Palincsar
Annemarie Sullivan Palincsar University of Michigan–Ann Arbor
Marcia C. Linn
Marcia C. Linn University of California, Berkeley
Joseph Krajcik
Joseph Krajcik Michigan State University
Brian J. Reiser
Brian J. Reiser Northwestern University
Jan H. van Driel
Jan H. van Driel University of Melbourne
Angela Calabrese Barton
Angela Calabrese Barton Michigan State University
Mark Windschitl
Mark Windschitl University of Washington
Sasha A. Barab
Sasha A. Barab Arizona State University

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