![](https://education.ua.edu/wp-content/uploads/2023/01/Shannon-Davidson-e1715709219173.jpg)
Assistant Professor of Science Education
Contact Information (office location, email address)
3405 Science & Engineering Complex (SEC)
sgdavidson1@ua.edu
Education
- 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
Current Research and 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 teachers’ 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). “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
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
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
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