Troy Sadler

Office of Research, School of Education

Troy Sadler

Associate Dean for Research
Email: tdsadler@uncg.edu
Office Address: 320A SOE Building

Research Interest

  • Science education
  • Issue-based teaching and learning
  • Scientific practices

Education

  • Ph.D. in Curriculum and Instruction, University of South Florida
  • M.Ed. in Science Education, University of Florida
  • B.S. in Biology, University of Miami

Biography

Troy Sadler is the Associate Dean for Research and a Professor of science education.  His research focuses on how students negotiate complex socio-scientific issues and how these issues may be used as contexts for science learning. He has also explored ways in which innovative technologies including virtual environments and gaming can support student learning.  Sadler has published over 100 journal articles and book chapters and his work has been funded by the National Science Foundation, the Institute of Education Sciences, the US Department of Education, the Howard Hughes Medical Institute as well as local foundations and state agencies.

Link to Troy Sadler’s CV

Select publications

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

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  

Sadler, T. D., Romine, W. L., & Topcu, M. S. (2016). Learning science content through socio-scientific issues based instruction: A multi-level assessment study. International Journal of Science Education, 38, 1622-1635. DOI: 10.1080/09500693.2016.1204481

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.

Sadler, T. D., Romine, W. L., Menon, D., Ferdig, R. E., & Annetta, L. (2015). Learning biology through innovative curricula: A comparison of game- and nongame-based approaches. Science Education, 99, 696-720. DOI: 10.1002/sce.21171

Sadler, T. D., Romine, W., Stuart, P. E., & Merle-Johnson, D. (2013). Game-based curricula in biology classes: Differential effects among varying academic levels. Journal of Research in Science Teaching, 50, 479-499. DOI 10.1002/tea.21085

Eastwood, J. L., & Sadler, T. D. (2013). Teachers’ implementation of a game-based biotechnology curriculum. Computers and Education, 66, 11-24. DOI: 10.1016/j.compedu.2013.02.003

Klosterman, M. L., Sadler, T.D, & Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific issues and sustainability. Research in Science Education, 42, 51-74. DOI: 10.1007/s11165-011-9256

Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42.