Shannon Davidson
Assistant Professor of Elementary Science, Curriculum & Instruction
EDUCATION
| Degree | Area of Study | University |
|---|---|---|
| Ph.D. | Science Education – 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
GRANT & RESEARCH 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.
SELECTED PUBLICATIONS
Journal of Science Teacher Education
Davidson, S. G., Jaber, L.Z., Metcalf, A. (2024). Learning to listen: Cultivating pre-service teachers’ attunement and responsiveness to student thinking. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2024.2302694
Journal of Teacher Education
Jaber, L.Z., Davidson, S. G., Metcalf, A. (2023). “I loved seeing how their brains worked!”— Examining the role of epistemic empathy in responsive teaching. Journal of Teacher Education. https://doi.org/10.1177/00224871231187313
Journal for STEM Education Research
Hughes, R., Davidson, S. G., Johnson, K. (2023). Meta-mentoring: Mentors’ reflections on mentoring. Journal for STEM Education Research. https://doi.org/10.1007/s41979-023-00104-x
Science & Education,
Davidson, S. G., Jaber, L. Z., Southerland, S. A. (2022). Cultivating science teachers’ understandings of science as a discipline. Science & Education, 1-21. https://doi.org/10.1007/s11191-021-00276-1
Science Education
Davidson, S. G., Jaber, L. Z., Southerland, S. A. (2020). Emotions in the doing of science: Exploring epistemic affect in elementary teachers’ 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 research 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 students’ sense of self and belonging in science and other related disciplines. Specifically, her work centers on developing teachers’ asset-based orientations with respect to students’ 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.