EDUCATION
| Ph.D. | Science Education ā Curriculum & Instruction | Florida State University |
| M.Ed. | Early Childhood Education | University of Florida |
| B.A. | Special Education | University of Florida |
AREAS OF EXPERTISE
Science Teaching & Learning
Relationships Among Cognition, Emotion, and Identity in Science
Scientist/Engineer and K-12 Teacher Partnerships
Critical Scholarship in K-12 Science Teacher Education
CURRENT RESEARCH AND GRANT PROJECTS
- Developing Lasting Teacher-Researcher Science Partnerships through RET Programs
- Science Teacher as Listener: Understanding, Valuing, and Leveraging the Brilliance of Student Ideas
- Infusing Tenets of Culturally Responsive Pedagogy into Elementary Science Teaching
- Rural Water Education Partnership for Place-Based STEM Learning Out-of-School Programs.
HIGHLIGHTED PUBLICATIONS
Davidson, S. G., Jaber, L.Z., Metcalf, A. (2024). Learning to listen: Cultivating pre-service teachersā attunement and responsiveness to student thinking. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2024.2302694
Jaber, L.Z., Davidson, S. G., Metcalf, A. (2023). āI loved seeing how their brains worked!āā Examining the role of epistemic empathy in responsive teaching. Journal of Teacher Education. https://doi.org/10.1177/00224871231187313
Hughes, R., Davidson, S. G., Johnson, K. (2023). Meta-mentoring: Mentorsā reflections on mentoring. Journal for STEM Education Research. https://doi.org/10.1007/s41979-023-00104-x
Davidson, S. G., Jaber, L. Z., Southerland, S. A. (2022). Cultivating science teachersā understandings of science as a discipline. Science & Education, 1-21. https://doi.org/10.1007/s11191-021-00276-1
Davidson, S. G., Jaber, L. Z., Southerland, S. A. (2020). Emotions in the doing of science: Exploring epistemic affect in elementary teachersā science research experiences. Science Education, 104 (6), 1008-1040. https://doi.org/10.1002/sce.21596
BIOGRAPHY
Dr. Shannon G. Davidson is an Assistant Professor of Science Education at the University of Alabama. Her researchĀ is focused on supporting K-12 pre-service and in-service teachers to develop and enact equitable science instruction in ways that honor and cultivate studentsā sense of self and belonging in science and other related disciplines. Specifically, her work centers on developing teachersā asset-based orientations with respect to studentsā epistemic efforts and capabilities as sense-makers through opportunities classroom-based learning opportunities and through professional development partnerships with scientists and STEM professionals. Dr. Davidson is also interested in the dynamics between cognition, emotion, and identity, and the ways in which these constructs intertwine to support science learning and epistemic pursuits. Her research interests are informed by her more than ten years in elementary and secondary classrooms as a science, mathematics, and special education teacher. Dr. Davidson earned her Ph.D. in Curriculum & Instruction with a specialization in science education at Florida State University, where she also held a postdoctoral scholar position for three years.