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Shannon Davidson

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