Troy D. Sadler

About

Troy D. Sadler is the Thomas James Distinguished Professor of Experiential Learning and serves as the Area Chair for Culture, Curriculum, and Teacher Education at the UNC School of Education. His academic background includes a Ph.D. in Curriculum & Instruction from the University of South Florida, an M.Ed. in Science Education from the University of Florida, and a B.S. in Biology from the University of Miami. Sadler's research focuses on how students negotiate complex socio-scientific issues and how these issues can be used as contexts for science learning. He is interested in issues-based learning experiences that support student understanding of science and the development of practices essential for participation in democratic societies. His work also explores the use of innovative technologies, including virtual environments and gaming, to enhance student learning. With over 20 years of experience, Sadler has conducted extensive research in science teaching and learning and has been involved in teacher education. His research has been funded by prominent organizations such as the National Science Foundation, the Institute of Education Sciences, the US Department of Education, and the Howard Hughes Medical Institute.

Research topics

• Mathematics education
• Psychology
• Pedagogy
• Sociology
• Engineering ethics

Selected publications

• Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues

  Science & Education · 2021-04-06 · 170 citations

  articleOpen access
  PublisherOA PDFDOI

• Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking

  International Journal of Science Education · 2020-05-07 · 87 citations

  article

  Learning science in the context of socio-scientific issues (SSI) is widely advocated for achieving the goal of scientific literacy that values using science in daily lives. While prior research suggests that SSI-based learning can promote students’ disciplinary knowledge and practices, less is known about students’ perceptions of SSI-based learning and how to support students in considering the epistemic aspects of SSI learning. In this study, we seek to address the research gap by examining stu…

  PublisherDOI

• The role of affect in science literacy for all

  International Journal of Science Education · 2022-02-24 · 81 citations

  articleOpen accessSenior author

  The goal of science literacy for all underlies much of today's K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be able to appreciate the relevance of and draw upon…

  PublisherOA PDFDOI

• Artificial intelligence and the <scp><i>Journal of Research in Science Teaching</i></scp>

  Journal of Research in Science Teaching · 2024-02-23 · 22 citations

  articleOpen access1st authorCorresponding

  Artificial Intelligence (AI) is a transformative technology that promises to impact many aspects of society including research, education, and publishing. We, the editors of the Journal of Research in Science Teaching (JRST), think that the journal has a responsibility to contribute to the ongoing dialogues about the use of AI in research and publishing with particular attention to the field of science education. We use this editorial to share our current ideas about the opportunities and challe…

  PublisherOA PDFDOI

• Game-Based Learning Prediction Model Construction

  Journal of Learning Analytics · 2025-03-17 · 6 citations

  articleOpen access

  Game-based learning (GBL) is increasingly recognized as an effective tool for teaching diverse skills, particularly in science education, due to its interactive, engaging, and motivational qualities, along with timely assessments and intelligent feedback. However, more empirical studies are needed to facilitate its wider application in school curricula. A significant challenge is designing and implementing valid in-game assessments crucial for measuring student progress and providing reliable re…

  PublisherOA PDFDOI

Recent grants

• OUTBREAK: Opportunities to Use immersive Technologies to Explore Biotechnology Resources, Career Education And Knowledge

  NSF · $117k · 2011–2012

• OUTBREAK: Opportunities to Use immersive Technologies to Explore Biotechnology Resources, Career Education And Knowledge

  NSF · $1.5M · 2008–2012

• NIH Grant R01HD019593

  NIH · $1.8M · 1995

Frequent coauthors

• Patricia Friedrichsen

  29 shared

• Dana L. Zeidler

  University of South Florida

  27 shared

• Laura Zangori

  University of Missouri

  23 shared

• Li Ke

  University of Nevada, Reno

  19 shared

• William L. Romine

  18 shared

• David Owens

  13 shared

• Andrew T. Kinslow

  District of Columbia Public School

  11 shared

• Amanda Peel

  11 shared

Awards & honors

• University’s top doctoral mentoring award

Similar researchers at University of North Carolina at Chapel Hill

• Dorothy L. Espelageh-89
• R. Keith Sawyerh-58
• Jeffrey A. Greeneh-45