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Research Publications

Articles and book chapters that feature research from the EPIC team.

  • Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science & Education, 30, 589-607. DOI: 10.1007/s11191-021-00206-1
  • Friedrichsen, P. J., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-designed socio-scientific issues-based curriculum units: A case of secondary science teacher learning. Journal of Science Teacher Education, 32, 85-106. DOI: 10.1080/1046560X.1010.1795576
  • Ke, L., Zangori, L., Sadler, T. D., & Friedrichsen, P. (2020). Integrating scientific modeling and socio-scientific reasoning to promote scientific literacy. In W. Powell (Ed.), Socioscientific issues-based instruction for scientific literacy development (pp. 31-54). Hershey, PA: IGI Global. DOI: 10.4018/978-1-7998-4558-4.ch002
  • Owens, D. C., Sadler, T. D., & Friedrichsen, P. (2021). Teaching practices for enactment of socio-scientific issues instruction: An instrumental case study of an experienced biology teacher. Research in Science Education, 51, 375-398.
  • Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42, 1339-1361. DOI: 10.1080/09500693.2020.1759843.
  • Sadler, T. D., Friedrichsen, P., Zangori, L., & Ke, L. (2020). Technology-supported professional development for collaborative design of COVID-19 instructional materials. Journal of Technology and Teacher Education, 28, 171-177.
  • Friedrichsen, P., Sadler, T. D., & Zangori, L. (2020). Supporting teachers in the design and enactment of socio-scientific issue-based teaching in the USA.. In M. Evagorou, J. A. Nielsen, & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. 85-99). New York: Springer.
  • Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting socio-scientific issues for teaching: A grounded theory study of how science teachers collaboratively design SSI-based curricula. Science & Education, 28, 639-667. DOI: 10.1007/s11191-019-00065-x
  • Sadler, T. D., Friedrichsen, P., & Zangori, L. (2019). A framework for teaching for socio-scientific issue and model based learning (SIMBL). Educação e Fronteiras/Education and Borders, 9 (25), 8-26.
  • Peel, A., Sadler, T. D., Friedrichsen, P. J. (2019). Learning natural selection through computational thinking: Unplugged design of algorithmic explanations. Journal of Research in Science Teaching, 56, 983-1007. DOI: 10.1002/tea.21545 (Recognized as “Research Worth Reading” by NARST)
  • Peel, A., Zangori, L., Friedrichsen, P., Hayes, E. & Sadler, T. (2019). Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues based learning. International Journal of Science Education, 41, 510-532. DOI: 10.1080/09500693.2018.1564084
  • Kinslow, A. T., Sadler, T. D., & Nguyen, H. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25, 388-410. DOI: 10.1080/13504622.2018.1442418
  • Zangori, L., Foulk, J. A., Sadler, T. D., & Peel, A. (2018). Exploring elementary teachers’ perceptions and characterizations of model-oriented issue-based (MOIB) teaching. Journal of Science Teacher Education, 29, 555-577. DOI: 10.1080/1046560X.2018.1482173
  • Zangori, L., Peel, A., Kinslow, A., Friedrichsen, P., & Sadler, T. D. (2017). Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit. Journal of Research in Science Teaching, 10, 1249-1273. DOI: 10.1002/tea.2104 (Recognized as “Research Worth Reading” by NARST)
  • Peel, A., Sadler, T. D., Kinslow, A. T., Zangori, L., & Friedrichsen, P. (2017). Climate change as an issue for socio-scientific issues teaching and learning. In D. P. Shepardson, A. Roychoudhury, & A. S. Hirsch (Eds.), Teaching and Learning about Climate Change: A Framework for Educators (pp. 153-165). London: Routledge.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(1), 75-87. DOI:10.18404/ijemst.55999
  • Romine, W. L., Sadler, T. D., & Kinslow, A. T. (2017). Assessment of scientific literacy: Development and validation of the quantitative assessment of socio-scientific reasoning (QuASSR). Journal of Research in Science Teaching, 54, 274-295 DOI:10.1002/tea.21368 (Identified as a “Featured Article” by the National Association of Geoscience Teachers’ Geoscience Education Research Exchange)
  • Kinslow, A. T., & Sadler, T. D. (2017). Evolution of an environmental education program with a focus on birds: From collecting data to engaging with socio-scientific issues. In M. P. Mueller, D. A. Tippins, & A. J. Stewart (Eds.), Animals and Science Education (169-185). New York: Springer.
  • Friedrichsen, P., Sadler, T. D., Graham, K., & Brown, P. (2016). Design of a socio-scientific issue curriculum unit: Antibiotic resistance, natural selection, and modeling. International Journal of Designs for Learning, 7(1), 1-18.