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Social Sciences and Humanities

D-Index
63
Citations
21497
World Ranking
1159
National Ranking
539

Overview

Troy D. Sadler is affiliated with the University of North Carolina at Chapel Hill in the United States. Their research primarily spans the fields of social sciences and psychology, with significant contributions to education and developmental and educational psychology as subfields.

Their academic work focuses on topics related to science education and pedagogy, education and critical thinking development, educational strategies and epistemologies, innovative teaching and learning methods, teaching and learning programming, genetics, bioinformatics, and biomedical research, as well as diverse educational innovations studies.

Among the recent papers authored or co-authored by Troy D. Sadler are:

  • Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues (2021), published in Science & Education
  • Students' perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking (2020), published in International Journal of Science Education
  • The role of affect in science literacy for all (2022), published in International Journal of Science Education
  • Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies (2020), published in International Journal of Science Education
  • Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning (2020), published in Journal of Science Teacher Education

Frequent collaborators in their research include Li Ke, Laura Zangori, Patricia Friedrichsen, Eric A. Kirk, and Rebecca R. Lesnefsky.

Troy D. Sadler's work has been disseminated through a variety of academic venues, including:

  • UNC Libraries
  • International Journal of Science Education
  • Journal of Research in Science Teaching
  • The Science Teacher
  • Proceedings.

Best Publications

  • Informal reasoning regarding socioscientific issues: A critical review of research

    Troy D. Sadler

  • Beyond STS: A research‐based framework for socioscientific issues education

    Dana L. Zeidler;Troy D. Sadler;Michael L. Simmons;Elaine V. Howes

  • Patterns of Informal Reasoning in the Context of Socioscientific Decision Making.

    Troy D. Sadler;Dana L. Zeidler

  • Situated Learning in Science Education: Socio-Scientific Issues as Contexts for Practice.

    Troy D. Sadler

  • Student conceptualizations of the nature of science in response to a socioscientific issue

    Troy D. Sadler;F. William Chambers;Dana L. Zeidler

  • What Do Students Gain by Engaging in Socioscientific Inquiry

    Troy D. Sadler;Sasha A. Barab;Brianna Scott

  • The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas.

    Troy D. Sadler;Dana L. Zeidler

  • The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues.

    Troy D. Sadler;Dana L. Zeidler

  • Socioscientific Argumentation: The effects of content knowledge and morality

    Troy D. Sadler;Lisa A. Donnelly

  • A threshold model of content knowledge transfer for socioscientific argumentation

    Troy D. Sadler;Samantha R. Fowler

  • Learning Science through Research Apprenticeships: A Critical Review of the Literature.

    Troy D. Sadler;Stephen Burgin;Lyle McKinney;Luis Ponjuan

  • Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education

    Troy D. Sadler;Dana L. Zeidler

  • Advancing reflective judgment through Socioscientific Issues

    Dana L. Zeidler;Troy D. Sadler;Scott Applebaum;Brendan E. Callahan

  • Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies.

    Troy D. Sadler;Aidin Amirshokoohi;Mahsa Kazempour;Kathleen M. Allspaw

  • Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

    Sasha A. Barab;Troy D. Sadler;Conan Heiselt;Daniel Hickey

  • Socio-scientific issues in the classroom : teaching, learning and research

    Troy D. Sadler

  • Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction

    Michelle L. Klosterman;Troy D. Sadler

  • Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students

    Samantha R. Fowler;Dana L. Zeidler;Troy D. Sadler

  • Contextualizing Nature of Science Instruction in Socioscientific Issues

    Jennifer Lynne Eastwood;Troy D. Sadler;Dana L. Zeidler;Anna Lewis

  • New directions in socioscientific issues research

    Dana L. Zeidler;Benjamin C. Herman;Troy D. Sadler

  • Controversy in the classroom: The democratic power of discussion

    Troy D. Sadler

Frequent Co-Authors

Dana L. Zeidler
Dana L. Zeidler University of South Florida
Sasha A. Barab
Sasha A. Barab Arizona State University
Michelle A. Williams
Michelle A. Williams Harvard University
Thomas C. Reeves
Thomas C. Reeves University of Georgia
Norman G. Lederman
Norman G. Lederman Illinois Institute of Technology

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