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Troy Sadler

Troy  Sadler

Professor

Director - The ReSTEM Institute

321C Townsend Hall
(573) 882-3544
E-mail: sadlert@missouri.edu
External Link: The ReSTEM Institute

General Interests

  • Science Education
  • Socio-scientific issues
  • Discourse and argumentation

Academic Background

Ph.D. from University of South Florida in Curriculum & Instruction with an emphasis in Science Education.

M.Ed. from Univeristy of Florida in Science Education.

B.S. from University of Miami in Biology and Chemistry.

Published Works

RECENT REFEREED JOURNAL PUBLICATIONS: Research Articles (* Student collaborator)

Klosterman, M. L., Sadler, T.D, & Brown, J.* (in press). Science teachers’ use of mass media to address socio-scientific issues and sustainability. Research in Science Education.

Burgin, S.*, Sadler, T. D., & Koroly, M. J. (2011). High school student participation in scientific research apprenticeships: Variation in and relationships among student experiences and outcomes. Research in Science Education. (DOI: 10.1007/s11165-010-9205)

Sadler, T. D., Puig, A., Trutschel, B. K.* (in press). Laboratory instructional practices inventory (LIPI): A tool for assessing the transformation of undergraduate laboratory instruction. Journal of College Science Teaching.

Echeverri, J. F.*, & Sadler, T. D. (2011). Gaming as a platform for the development of innovative problem-based learning opportunities. Science Educator, 20(1), 44-48.

Burgin, S. R.*, & Sadler, T. D. (2010). Creating links between students' personal and global understandings of nature of science through research apprenticeships. Journal of Kirsehir Education Faculty, 11(4), 97-111.

Topcu, M. S.*, Yilmaz-Tuzan, O., & Sadler, T. D. (2010). Preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. Journal of Science Teacher Education. (DOI: 10.1007/s10972-010-9221-0)

Topcu, M. S.*, Sadler, T. D.,  & Yilmaz-Tuzan, O. (2010). Preservice science teachers’ informal reasoning about socioscientific issues: The influence of issue context. International Journal of Science Education, 32, 2475-2495.

Sadler, T. D., & McKinney, L. L.* (2010). Scientific research for undergraduate students: A review of the literature. Journal of College Science Teaching, 39(5), 68-74.

Klosterman, M. L.*, & Sadler, T. D. (2010). Multi-level assessment of scientific content knowledge gains associated with socioscientific issues based instruction. International Journal of Science Education, 32, 1017-1043.

Sadler, T. D., Burgin, S.*, McKinney, L. L.*, & Ponjuan L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47, 235-256.

Sadler, T. D., & Zeidler, D. L. (2009). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching, 46, 909-921.

Donnelly, L. A., & Sadler, T. D. (2009). High school science teachers’ views of standards and accountability. Science Education, 93,1050-1075.

Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42.

Zeidler, D. L., Sadler, T. D., Applebaum, S.*, & Callahan, B. E.* (2009). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46, 74-101. (Abstract reprinted: Science Scope, 32(9), 40; The Science Teacher, 76(5), 28; and Journal of College Science Teaching, 38(6), 44)

Fowler, S. R.*, Zeidler, D. L., & Sadler, T. D. (2009). Moral sensitivity in the context of socioscientific issues in high school students. International Journal of Science Education, 31, 279-296.

Sadler, T. D., Barab, S. A., & Scott, B.* (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371-391.

Oliveira, A. W.*, Sadler, T. D., Suslak, D. (2007). The linguistic construction of expert identity in professor-student discussions of science. Cultural Studies of Science Education, 2, 119-150. (Awarded the 2008 CSSE Distinguished Paper Award.)

Barab, S. A., Sadler, T. D., Heiselt, C.*, Hickey, D., & Zuiker, S.* (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16, 59-82.

Sadler, T. D., & Fowler, S.* (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90, 986-1004.

Sadler, T. D., & Donnelly, L. A.* (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28, 1463-1488.

Sadler, T. D., Amirshokoohi, A.*, Kazempour, M.*, & Allspaw, K. M.* (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43, 353-376.

Sadler, T. D. (2006). Promoting discourse and argumentation in science teacher education. Journal of Science Teacher Education, 17, 323-346.

Sadler, T. D. (2006). “I won’t last three weeks:” Preservice science teachers reflect on their student teaching experiences. Journal of Science Teacher Education, 17, 217-241.

RECENT REFEREED JOURNAL PUBLICATIONS: Practitioner Articles (* Student collaborator)

Post, J. R.*, & Sadler, T. D. (2010). Wolves in the wild: Using current issues to make science relevant. The Science Teacher, 77(9), 30-34.

Sadler, T. D., & Klosterman, M. L.* (2009). Exploring the socio-political dimensions of global warming. Science Activities, 45(4), 9-12.

Klosterman, M. L.*, & Sadler, T. D. (2008). Information literacy for science education: Evaluating web-based materials for socioscientific issues. Science Scope, 31(7), 18-21.

Sadler, T. D. (2007). Data do not speak for themselves: The role of data in science controversies. Science Activities, 44, 113-116.

RECENT INVITED JOURNAL PUBLICATIONS (* Student collaborator)

Sadler, T. D. (2009). Socioscientific issues in science education: Labels, reasoning, and transfer. Cultural Studies in Science Education, 4, 697-703.

Zeidler, D. L., & Sadler, T. D. (2008). Social and ethical issues in science education: A prelude to action. Science & Education, 17, 799-803.

Oliveira, A.*, Sadler, T., & Suslak, D. (2007). Analyzing language, interaction and outcomes in an inquiry-oriented classroom. Cultural Studies of Science Education, 2, 165-170.

EDITED BOOKS & BOOK CHAPTERS

Sadler, T. D. (in press). Assessment of socio-scientific reasoning: Linking progressive aims of science education to the realities of modern education. In M. Mueller, D. J. Tippins, & A. J. Steward (Eds.), Assessing schools for generation R (Responsibility): A guide to legislation and school policy in science education. New York: Springer.

Sadler, T. D. (Ed.) (2011). Socio-scientific issues in the classroom: Teaching, learning and research. New York: Springer. This volume includes the following chapters for which I serve as an author:
Sadler, T. D. Situating socio-scientific issues in classrooms as a means of achieving the goals of science education. (1-9).
Sadler, T. D. Socio-scientific issues based education: What we know about science education in the context of SSI. (353-367).
Sadler, T. D., Klosterman, M. L., & Topcu, M. S. Learning science content and socio-scientific reasoning through classroom explorations of global climate change. (45-77).
Sadler, T. D., Dawson, V., Klosterman, M. L., Eastwood, J., & Zeidler, D. L. Metalogue: Issues in the conceptualization of research constructs and design for socio-scientific issues. (79-87).

Barko, T., Simon, S., Jiménez-Aleixandre, M., & Sadler, T. D. Metalogue: Design and Enactment of SSI curriculum: Critical theory, Difficult Content and Didactic Transposition. (237-241).

Eastwood, J. L., Sadler, T. D., & Jiménez-Aleixandre, M. Metalogue: SSI in undergraduate science education. (127-131).

Evagorou, M., Sadler, T. D., & Tal, T. Metalogue: Assessment, audience and authenticity for teaching SSI and argumentation. (159-164).

Wong, S. L., Tal, T., & Sadler, T. D. Metalogue: Using issues and participatory experiences to support student learning and interest. (39-43).

Zeidler, D. L., Applebaum, S., & Sadler, T. D. Enacting a socioscientific issues classroom: Transformative transformations. (275-303).

Zeidler, D. L., Bell, R., Sadler, T. D., & Eastwood, J. Metatlogue: Balancing tensions associated with extensive enactment of SSI Based Teaching. (307-312).

Pedersen, J. E., & Sadler, T. D. (in press). Science, technology and socio-scientific issues: The evolution of a social issues approach to teaching science. In S. Totten & J. E. Pedersen (Eds.), Analyzing, discussing and acting on social issues in the classroom: An annotated bibliography. Charlotte, NC: Information Age Publishing.

Sadler, T. D., & Dawson, V. (2011). Socioscientific issues in science education: Contexts for promoting key learning outcomes. In B. J. Fraser, K. G. Tobin, & C. McRobbie (Eds.), International Handbook of Science Education. New York: Springer.

Zeidler, D. L., & Sadler, T. D. (2010). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In C. Linder, L. Östman, D. A. Roberts, P. –O. Wickman, G. Erickson, & A. MacKinnon (Eds.), Exploring landscapes of scientific literacy: Pragmatic visions of scientific literacy (176-192). London: Taylor & Francis.

Sadler, T. D. (2010). Debates in the classroom. In C. S. Clauss-Ehlers (Ed.), Encyclopedia of cross cultural school psychology. New York: Springer.

Zeidler, D. L., & Sadler, T. D. (2008). The role of moral reasoning in argumentation: Conscience, character, and care. In S. Erduran & M. P. Jimenéz-Aleixandre, Argumentation in science education: Recent developments and future directions (201-216). New York: Springer.

Sadler, T. D. (2007). A socio-cultural perspective on scientific literacy and science learning. In V. L. Akerson (Ed.), Interdisciplinary language arts and science instruction in elementary classrooms: Applying research to practice (29-46). Mahwah, NJ: Lawrence Erlbaum Associates.

Sadler, T. D., & Zeidler, D. L. (2003). Scientific errors, atrocities, and blunders: Using cases to promote moral reasoning. In D. L. Zeidler (Ed.), The role of moral reasoning and discourse on socioscientific issues in science education (261-285). Dordrecht, Netherlands: Kluwer Academic Press. 

BOOK REVIEWS

Sadler, T. D. (2010). Controversy in the classroom: The democratic power of discussion by Diana E. Hess. Science Education, 94, 760-762

Sadler, T. D. (2008). Life as it is: Biology for the public sphere by William F. Loomis. Science Education, 92, 1145-1148.

Sadler, T. D. (2007). Dr. Golem: How to think about medicine by Harry Collins and Trevor Pinch. Science Education, 91, 339-341.

OTHER PUBLICATIONS & REPORTS (* Student collaborator)

Klosterman, M. L., Sadler, T. D., & Brown, J. C. (2011). Viral Quest teacher guide. Gainesville, FL: University of Florida (157 pp.)

Sadler, T. D. (2010). Socio-scientific issues as contexts for learning and practice in science education. Proceedings of the Society for Didactics in Chemistry and Physics (11 pp).
Klosterman, M. L.*, & Sadler, T. D. (2010). Mission Biotech teacher guide. Gainesville, FL: University of Florida (206 pp).

Sadler, T. D. (2010). 2009 End of year report: Smallwood Science Scholarship Program. Report prepared for the Frances C. and William P. Smallwood Foundation Board of Directors (14 pp.).

Sadler, T. D., & Klosterman, M. L.* (2009). Transitioning from student teacher to teaching professional: Evolving perspectives of beginning science teachers. ERIC Document Reproduction Services ED506764.

Sadler, T. D. (2009). Evaluation report for the 2009 NARST Summer Research Institute. Report prepared for the Board of Directors of the National Association for Research in Science Teaching (15 pp.).

Sadler, T. D. (2008). 2008 End of year report: Smallwood Science Scholarship Program. Report prepared for the Frances C. and William P. Smallwood Foundation Board of Directors (29 pp.).

Sadler, T. D. (2008). Evaluation report for the 2007 Smallwood Science Scholarship Program. Report prepared for the Frances C. and William P. Smallwood Foundation Board of Directors (37 pp.).

Sadler, T. D. (2007). The aims of science education: Unifying the fundamental and derived senses of scientific literacy. In C. Linder, L. Ostman & P.-O. Wickman (Eds.), Promoting scientific literacy: Science Education research in transaction (85-89). Proceedings of the Linneaeus Tercentenary Symposium. Uppsala, Sweden. (available: http://www.fysik.uu.se/didaktik/lsl/).

Sadler, T. (2003). Frankenfoods: Whose values? The American Biology Teacher, 65, 91

Presentations

RECENT CONFERENCE PAPER PRESENTATIONS (* Student collaborator)

Donnelly, L. A., & Sadler, T. D. (2012, January). Teacher concerns about biotechnology education. Association for Science Teacher Education (ASTE). Clearwater, FL. (Under review)

Puig, A., Sadler, T. D., & Trutschel, B. K.* (2011, April). Laboratory instructional practices inventory (LIPI): A tool for assessing the transformation of undergraduate laboratory instruction. American Educational Research Association (AERA). New Orleans, LA.

Barko, T. M.*, & Sadler, T. D. (2011, April). Practicality in virtuality: Finding student meaning in video game education. National Association for Research in Science Teaching (NARST). Orlando, FL.

Klosterman, M. L., & Sadler, T. D. (2011, April). Factors influencing secondary science teachers’ use of popular media: The complexities of instructional practice. NARST. Orlando, FL.

Burgin, S. R.*, Sadler, T. D., & Griffin, R. D.* (2011, April). Practical epistemologies of high school students participating in a research apprenticeship. NARST. Orlando, FL.

Sadler, T. D., & Zeidler, D. L. (2010, April). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. NARST. Philadelphia, PA.

Burgin, S. R.*, Sadler, T. D., & Mann, J.* (2010, April). Experiences and outcomes of a research apprenticeship for secondary students. NARST. Philadelphia, PA.

Sadler, T. D. (2009, August). Authentic scientific research as contexts for teaching and learning. European Science Education Research Association (ESERA). Istanbul, Turkey.

Sadler, T. D. (2009, April). Situated learning in science education: Socioscientific issues as contexts for practice. NARST. Garden Grove, CA.

Klosterman, M. L.*, & Sadler, T. D. (2009, April). Multi-level assessment of scientific content knowledge gains associated with socioscientific issues-based instruction. NARST. Garden Grove, CA.

Topcu, M. S.*, Yilmaz-Tuzan, O., & Sadler, T. D. (2009, April). Preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. NARST. Garden Grove, CA.

Sadler, T. D., & Burgin, S.* (2009, January). Authentic science research experiences for students and teachers: A review of empirical literature. ASTE. Hartford, CT.

Donnelly, L. A., & Sadler, T. D. (2008, January). Indiana high school science teachers’ views of standards and accountability: “Is it better to feed the hogs or to weigh ‘em?” ASTE. St. Louis, MO.Ponjuan, L.,

McKinney, L.*, Waltrip, L.*, & Sadler, T. D. (2007, November). Engaging future scientists: Assessing undergraduate research experiences of students of color. Association for the Study of Higher Education. Louisville, KY.

Sadler, T. D. (2007, August). The role of content knowledge for socioscientific argumentation. ESERA. Malmö, Sweden.

Zeidler, D.L., Sadler, T.D., Callahan, B.*, Burek, K.* & Aplebaum, S.* (2007). Advancing reflective judgment through socioscientific issues. ESERA. Malmö, Sweden.

Sadler, T. D., Burgin, S.*, McKinney, L.* (2007, April). Learning science through research apprenticeships: A critical review of the literature. NARST. New Orleans, LA.

Zeidler, D. L., Sadler, T. D., Callahan, B. E.*, Burek, K.*, & Applebaum, S.* (2007, April). Improving reflective judgment in high school students through socioscientific issues. NARST. New Orleans, LA.

Oliveira, A. W.*, Sadler, T. D., Suslak, D. (2007, April). The linguistic construction of expert identity in professor-student discussions of science. NARST. New Orleans, LA.

Sadler, T. D., & Klosterman, M.* (2007, January). Transitioning from student teacher to teaching professional: Evolving perspectives of beginning science teachers. ASTE. Clearwater, FL.

Zeidler, D. L., Sadler, T. D., & Applebaum, S.* (2007, January). Character, critique and controversy in science teacher education. ASTE. Clearwater, FL.

Sadler, T. D., Barab, S. A., & Scott, B.* (2006, April). What do students gain by engaging in socioscientific inquiry? NARST. San Francisco, CA.

Oliveira, A. W.*, & Sadler, T. D. (2006, April). Interactive patterns and convergence of meaning during student collaborations in science. NARST. San Francisco, CA.

Sadler, T. D., & Fowler, S.* (2006, April). Assessing socioscientific argumentation: Variation among high school and college learners. AERA. San Francisco, CA.

Barab, S. A., Sadler, T. D., & Heiselt, C.* (2006, April). Relating narrative, inquiry, and inscriptions: A framework for socio-scientific inquiry. AERA. San Francisco, CA.

Zeidler, D. L., Applebaum, S.*, & Sadler, T. D. (2006, January). Using socioscientific issues as context for teaching content and concepts. ASTE. Portland , OR.

RECENT INVITED SEMINARS & PRESENTATIONS

Sadler, T. D. (2011, June). Socio-scientific reasoning as a critical aspect of public understanding of science. Invited presentation. Deutsche Forschungsgemeinschaft-National Science Foundation Conference: Public Understanding and Public Engagement with Science, New York, NY.

Sadler, T. D. (2011, April). How contexts transform opportunities to learn science. Invited seminar. University of Missouri, Columbia, MO.

Sadler, T. D., & Klosterman, M. L. (2011, March). OUTBREAK: Opportunities to Use immersive Technologies to promote Biotechnology Resources, career Resources And Knowledge. Invited poster, ITEST Principal Investigator’s meeting, National Science Foundation, Washington, DC.

Sadler, T. D. (2010, March). The role of socio-scientific issues in science education: Mapping a research agenda. Invited seminar. University of Missouri, Columbia, MO.

Sadler, T. D. (2010, November). Using games to motivate student learning and interest in science. Faculty Research and Engaged Scholarship Showcase, University of Florida, Gainesville, FL.

Sadler, T.D. (2010, September). Socio-scientific issues as contexts for learning and practice in science education. Plenary lecture, Society for Didactics in Chemistry and Physics, Potsdam, Germany.

Sadler, T. D. (2010, March). Socio-scientific issues as contexts for science education: Classroom enactment and student learning. Invited seminar. University of Nebraska, Lincoln, NE.

Sadler, T. D. (2010, February). OUTBREAK: Opportunities to Use immersive Technologies to promote Biotechnology Resources, career Resources And Knowledge. Invited poster, ITEST Principal Investigator’s meeting, National Science Foundation, Washington, DC.

Sadler, T. D. (2009, November). Harnessing the power of games to teach biotechnology. Invited poster. Faculty Research and Engaged Scholarship Showcase, University of Florida, Gainesville, FL.

Sadler, T. D. (2009, August). Socio-scientific issues as contexts for argumentation: Implications for science education research. Invited seminar, Turkish Doctoral Symposium in Science Education. Ahi Evran University. Kirsehir, Turkey.

Sadler, T. D. (2009, May). Socioscientific issues as contexts for science education: An overview of the research and a sample study. Invited seminar. North Carolina State University. Raleigh, NC.

Sadler, T. D. (2009, February). OUTBREAK: Opportunities to Use immersive Technologies to promote Biotechnology Resources, career Resources And Knowledge. Invited poster, ITEST Principal Investigator’s meeting, National Science Foundation, Washington, DC.

Sadler, T. D. (2008, May). Scientific literacy and meaningful learning: The place of socioscientific issues in science education. Invited seminar, University of Barcelona, Barcelona, Spain.

Sadler, T. D. (2008, March). Socioscientific reasoning as legitimate practice for science learners. Keynote address, Indiana University Science Education Research Symposium, Bloomington, IN.

Sadler, T. D. (2008, February). Socioscientific issues as contexts for meaningful learning. Invited seminar, Brigham Young University Department of Biology, Provo, UT.

Sadler, T. D. (2007, May). The aims of science education: Unifying the fundamental and derived senses of scientific literacy. Invited presentation, Linnaeus Tercentenary Symposium: Promoting Scientific Literacy: Science Education Research in Transaction, Uppsala, Sweden.

Research Grants

RECENT FUNDED GRANT PROJECTS

The Smallwood Scholarship program: Providing access to and empirical understandings of authentic science for underrepresented high school students (2011-2012). Funding agency: Frances C. & William P. Smallwood Foundation. $30,000. T.D. Sadler (Principal Investigator); M.J. Koroly (Co-PI).

The Smallwood Science Scholarship Program: Creating opportunities for success in science (2009-2011). Funding agency: Frances C. & William P. Smallwood Foundation. $50,000. T.D. Sadler (PI); M.J. Koroly (Co-PI).

OUTBREAK: Opportunities to Use immersive Technologies to explore Biotechnology Resources, career Education And Knowledge DRL-0833521 (2008-2011). Funding agency: National Science Foundation--Innovative Technology Experiences for Students and Teachers (ITEST). $1,489,596. T.D. Sadler (PI); L. Annetta, M.J. Koroly, R.E. Ferdig & R.O. Snyder (Co-PIs).

Towards an LSAMP discovery and innovation center for international undergraduate research experiences HRD-0848089 (2008-2010). Funding agency: National Science Foundation. $272,000. M. Scott (PI); A. Roitberg, T.D. Sadler, T. Emmel & J.P. Brown (Co-PIs).

The Smallwood Science Scholarship Program: Creating opportunities for underrepresented students to engage in science (2008-2009). Funding agency: Frances C. & William P. Smallwood Foundation. $19,000. T.D. Sadler (PI); M.J. Koroly (Co-PI).

The US/France REU site in chemistry CHE-0755225 (2008-2011). Funding agency: National Science Foundation. $280,089. V. Kleiman (PI); A. Roitberg, J. Brown, T.D. Sadler & T. Hanks (Co-PIs).

The US/South America REU site in chemistry and molecular biodiversity CHE-0755022 (2008-2011). Funding agency: National Science Foundation. $380,745. A. Roitberg (PI); J. Brown, T.D. Sadler, & J. Eyler (Co-PIs).

The Smallwood Science Scholarship Program: Broadening opportunities for success in the sciences (2007-2008). Funding agency: Frances C. & William P. Smallwood Foundation. $25,000. T.D. Sadler (PI); M.J. Koroly & B. Oliver (Co-PIs).

Engaging future scientists: Assessing undergraduate science research experiences (2007-2008). Funding source: University of Florida Research Opportunity Fund. $54,342. L. Ponjuan (PI); T.D. Sadler, R. Duran & J. Mastrodicasa (Co-PIs).

Science for life: Enhancing undergrad and pre-collegiate student experiences in the life sciences (2006-2010). Funding agency: Howard Hughes Medical Institute. $1,500,000 (with matches >$5,000,000). R. Duran (PI); B. Dunn, L. Guillette, C. Emihovich, D. Julian, T.D. Sadler & M.J. Koroly (Co-PIs).

Curriculum and assessment tools for advancing a socioscientific issue research program (2006-2007). Funding source: University of Florida College of Education, College Research Incentive Fund. $3,000. T.D. Sadler (PI).

Awards and Honors

RECENT AWARDS AND HONORS

2010-2014 -The Books Section Editor, Science Education

2009 - Early Career Research Award, National Association for Research in Science Teaching           

2008-2011 - Board of Directors, National Association for Research in Science Teaching                 

2008 - Cultural Studies of Science Education Distinguished Paper Award                                   

2006 - Journal of Research in Science Teaching Award, National Association for Research in Science Teaching