Allan Feldman

Allan Feldman
University of South Florida | USF · Department of Teaching and Learning

PhD

About

113
Publications
42,076
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2,439
Citations
Citations since 2016
39 Research Items
1143 Citations
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2016201720182019202020212022050100150200
2016201720182019202020212022050100150200

Publications

Publications (113)
Chapter
The focus of this chapter is on inquiry done by science teachers on their own practice to improve it, to improve their educational situations, to gain a better understanding of their practice and situations, and to share with others through presentations or publications. As such, action research (AR) is fundamentally a form of teacher education. Th...
Article
Climate change science is complex and perceived to be controversial in nature by some stakeholders. Yet from the perspective of educators and policy makers, climate change science is an important topic to be taught in secondary science education. The presence of controversy can influence teachers' instructional decisions and cause confusion about t...
Article
Full-text available
There is an ever-growing body of science education research considering factors associated with teaching and learning in urban, suburban, and rural learning environments. However, there also appears to be a tendency to employ these contexts in euphemistic descriptions, when comparing of subsets of our society here in the USA. With this in mind, we...
Article
This study explored the use of collaborative action research (CAR) in a year-long professional development (PD) for global climate change (GCC) education. The purpose was to understand how high school science teachers’ engagement in CAR affected their classroom practice. The teachers exchanged stories of practice, shared and tried out new ideas in...
Article
Full-text available
The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use...
Research
Hundreds of millions of people worldwide have limited access to safe, clean drinking water. Although for most Americans this problem may seem very far removed from their experience, there are many resources available on the internet that can bring the reality of water scarcity into the classroom. We have found this to be a problem that resonates wi...
Article
Climate change is complex and controversial in nature, yet seen by educators and policymakers as an important topic to be taught within secondary science education. Teachers’ beliefs about the instruction of climate change are unclear. The presence of controversy can influence teachers’ instructional decisions causing confusion about the science of...
Article
Although much prior education research has addressed debates about the nature and status of research methodologies, this essay addresses the label "a methodologist." To examine this figure, we use the scholastic hexameter, an Aristotelian rhetorical heuristic often translated in contemporary terms as "the five Ws +H" (Who, Where, When, What, Why, a...
Chapter
This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communi...
Article
Full-text available
We center three publicly accessible images: (1) Am I not a Man and a Brother? (1787), (2) Colin Kaepernick (2017) "Taking a Knee", (3) Mother McDowell of the Black Student in Florida Admonished for "Taking a Knee" in school (2017). The photograph of mother McDowell is included, rather than her son, who she wanted to remain anonymous across media ou...
Article
We explored how computer games developed as part of an innovative set of climate change education materials helped students learn and gain interest in global climate change (GCC) science by making it personally relevant and understandable. This research was conducted in a public school district in the southeastern United States. The curriculum, Cli...
Article
National and international standards documents are calling for science teachers to teach their students how to engage in the practices of science. Previous studies have found that most science teachers do not have the knowledge and skill to do this because they have not had experience engaging authentically in science. One way to overcome this prob...
Article
This article is a report of a critical co-autoethnography action research (AR) study of Allan Feldman’s life in AR relative to the development of knowledge democracy (KD). For nearly 30 years he has been doing, studying, and writing about AR, first as a doctoral student and then as a professor. Prior to this he engaged in reflective practice as a s...
Chapter
This chapter explores educational action research from its inception in the early twentieth century as a form of applied social science research in response to poverty, racism, and fascism to its decline in the post-war period (Era 1). The second era began with the development of curriculum action research in the UK and the work of the Writing Proj...
Article
Fundamentals of environmental engineering (FEE) is a common core component of undergraduate curricula in civil engineering, environmental engineering, and environmental resources engineering, and it is increasingly becoming a core course in other disciplines. Conceptual understanding is an important pedagogical goal in FEE instruction. A strategy u...
Article
Full-text available
This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as wel...
Chapter
This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communi...
Chapter
This chapter provides an overview of the use of self-study research in preservice science teacher education by looking at how others have written about the field, and how that relates to the self-study of preservice science teacher education. It begins by acknowledging the differences among those who engage in the practice of and research on scienc...
Article
This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory–practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their classroo...
Article
Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed...
Article
Full-text available
In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day–night and seasonal change. In this new pedago...
Article
The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their actions...
Chapter
The purpose of this chapter is to provide readers of this book with an overview and framework for educating science teachers for sustainability. The chapter begins by locating education for sustainability within a social and cultural milieu that includes the natural, built, economic, and political worlds. It then clarifies our use of language to di...
Chapter
Since Rachel Carson’s book Silent Spring, which in 1962 exposed the hazards of the pesticide DDT and set the stage for the environmental movement, there has been a legacy of learning and understanding of how human actions influence the environment in a variety of unanticipated ways. “Many consider the book’s release to be the turning point in our u...
Article
Full-text available
In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meeting...
Conference Paper
Programs that enable engineering students to study outside of the United States have effectively exposed them to global concepts of sustainability. However, not every engineering student can travel abroad. The use of social networking platforms, such as Twitter and YouTube, is becoming more common in higher education, but the impact of its use has...
Article
Full-text available
Deaf and hard of hearing (DHH) persons are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One of the major barriers to STEM careers is DHH students’ extremely low college graduation rates. While social and literacy barriers play a critical role in this phenomenon, student autonomy has also been cited as...
Poster
Full-text available
Students’ Attitudes and Understandings about Science in their Field Trip to Laser Interferometer Gravitational‐wave Observatory (LIGO)
Article
This study sought to understand how graduate and undergraduate students learn to do science by participating in research groups. A phenomenological approach was used to illuminate the experiences of the students. The results provide evidence that the students were in the role of apprentices, although this was not made explicit. As apprentices they...
Article
Full-text available
The article provides the basis for a model of inquiry-based science education in which K-12 teachers' and pupils' engage in authentic science experiences as participants of a scientific research project, which we refer to as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). We provide the basis for the model for inquiry based scienc...
Article
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogy for science and mathematics instruction. The ‘Teacher Learning of TEFA’ research project studies teacher change as in-service secondary science and mathematics teachers learn TEFA in the context of a multi-year professional development programme. Applying cultural-historical...
Article
Full-text available
The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers’ initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to u...
Article
The Coastal Area Climate Change Education (CACCE) Partnership, funded by the National Science Foundation, seeks to develop new ways to educate citizens about global climate change. The core themes are sea level rise and impacts of climate change in the southeastern United States and the Caribbean Sea. CACCE focuses on helping partners, educators, s...
Article
Many past educational initiatives focused on global climate change have foundered on public skepticism and disbelief. Some key reasons for these past failures can be drawn directly from recognized best practices in STEM education - specifically, the necessity to help learners connect new knowledge with their own experiences and perspectives, and th...
Article
In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of...
Article
This study examined the grading practices of 91 high school science teachers. Surveys were used to collect data about types of assessments used, the weight given each assessment, and the mechanism used to determine students' report card grades. It was found that few of these teachers used alternative forms of assessment such as performance assessme...
Article
Despite major efforts to change teachers’ practice through professional development activities, much remains as it always was. Our claim is that this rarely happens because significant change in how one teaches can only come about as a result of some realization about oneself as a teacher, and the resulting changes in identity. In recent years we h...
Article
Full-text available
Technology-Enhanced Formative Assessment (TEFA) is a pedagogy for teaching with classroom response technology. Teacher Learning of TEFA is a five-year research project studying teacher change, in the context of an intensive professional development program designed to help science and mathematics teachers learn TEFA. First, we provide an overview o...
Article
This study examined an interdisciplinary scientific research project to understand how graduate and undergraduate honors students learn to do science. It was found that the education of the students occurs as part of an apprenticeship. The apprenticeship takes place in research groups. In general, research groups are structured in two ways: loosely...
Article
Full-text available
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogical approach to secondary and post-secondary science instruction that uses classroom response system technology to teach in accord with educational research findings about effective learning environments. TEFA is built upon four core principles, which we label question-driven...
Article
2nd edition Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starter...
Article
My purpose in writing this article is to examine the claim that ‘Teachers are responsible for what happens in their classrooms’ in relation to action research. Although the claim appears to be a fairly straightforward, it has multiple meanings that depend on the ideologies of those making the claim. I argue that an often‐overlooked way of thinking...
Article
This article began as a response to the article ‘Action research as narrative: five principles for validation’ by Heikkinen, Huttunen and Syrjala, which appears in this issue of Educational Action Research. In so doing it addresses the question ‘How can we tell whether an action research study is good?’ by arguing that validity is a construct that...
Article
Full-text available
This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The phy...
Article
Full-text available
In this article we explore the concept of quality in teacher action research by re‐examining our participation with science teachers in several different collaborative action research projects. We conducted second‐order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a c...
Chapter
Full-text available
In 2002, I presented the paper “Bec(o/a)ming a teacher educator” at the Fourth International Conference on Self-Study of Teacher Education Practices (Feldman, 2002a). I called that paper a self-study, and in it I analyzed the narrative that I have told myself and others of my transition from teacher to teacher educator. I return to that paper in th...
Article
In this study, part of a larger United States project investigating K16 teachers and science reform, we seek to understand how a science professor''s participation in a large-scale reform effort affects her conceptions of teaching, teachers, and reform. The topic in this study concerned how the professor''s teaching identity was modified and create...
Chapter
Full-text available
This chapter discusses the ways in which action research is and is not related to self-study. The many approaches to action research are outlined through comparing and contrasting the nature of action research with that of self-study of teacher education practices. The authors argue that what distinguishes self-study from action research is its met...
Article
Acid waters rich in iron and sulfate can support a wide variety of microorganisms that catalyze the oxidation-reduction reactions of these bioactive elements, exemplified by acid-mine drainage (AMD). In order to study the biogeochemistry of natural attenuation a field site has been established at Davis Mine, an abandoned pyrite mine in rural Rowe M...
Article
Full-text available
In this response to Bullough and Pinnegar's "Guidelines for Quality in Autobiographical Forms of Self-Study," the author argues that in addition to criteria for the quality of research, researchers need to have ways to demonstrate its validity because of the moral and po-litical aspects of educational research. The argument is based in part on the...
Article
This study examines one NSF-funded Collaborative for Excellence in Teacher Preparation and describes the complexities of such a science education reform effort. A theoretical model based in community, culture, and identity is used to address key questions: How did institutional ideologies, structures, policies, and practices influence the Collabora...
Article
Full-text available
This paper reports a conversation about what constitutes the nature of science (NOS) and what are the best ways to prepare teachers to teach their pupils to understand what it is. The study explores the effects of the explicit teaching of the nature of science in a science education course with a pedagogy component on preservice teachers' conceptio...
Article
This study analyzes the participation of secondary school teachers in a U.S. science education curriculum reform effort. All participating teachers agreed to implement the curriculum in their classrooms; however, the level at which it was implemented varied significantly among teachers. This article reviews the available perspectives used to accoun...
Article
Interest in action research has grown exponentially during the last twenty years. Each year, more and more educators are becoming involved in action research through a variety of activities, such as credit-bearing courses, school restructuring e#orts, and professional development. Because of the di#erent roles and perspectives of participants in th...
Article
Full-text available
The existential approach to action research is derived from research that suggests that teachers' actions, intentions, and beliefs are manifestations of their ways of being teachers. A teacher's 'way of being' in an educational situation is defined and informed by what was and is for the teacher, and his or her intentions for what could be. It is e...
Article
The work of science teachers can be viewed from a variety of perspectives. In this article, teaching is seen as an activity in which teachers deliberate in the practical domain to decide on actions and goals. In the first part of the article, it is argued that, because practical reasoning is similar to scientific reasoning, a model of practical con...
Article
This digest provides an introduction to action research in science education and includes examples of how action research has been used to improve teaching and learning, as well as suggested resources for those seeking to incorporate action research into their own teaching or research. Action research is defined and is examined in science education...
Article
Interest in action research has grown exponentially during the last twenty years. Each year, more and more educators are becoming involved in action research through a variety of activities, such as credit-bearing courses, school restructuring efforts, and professional development. Because of the different roles and perspectives of participants in...
Article
Full-text available
The article examines the role of conversation in collaborative action research to understand how conversations among teachers can serve as a research methodology in which the sharing of knowledge and the growth of understanding occurs through meaning making processes. It begins with a review of three collaborative action research groups that use co...
Article
A group of 26 high-school physics teachers completed a card-sorting task to prioritize their choices of topics to include in the physics curriculum. Mechanics, electricity, and magnetism emerged as most important. Covering these topics conflicted with teachers' goals to impart deep conceptual understanding of physics in their students. (33 referenc...
Article
The article examines the role of conversation in collaborative action research to understand how conversations among teachers can serve as a research methodology in which the sharing of knowledge and the growth of understanding occurs through meaning making processes. It begins with a review of three collaborative action research groups that use co...
Article
Current standards for and assessments of teaching that rely solely on teacher knowledge, reasoning, and sociocultural issues are incomplete. The perspective of teaching as a way of being creates a more comprehensive picture of what it means to be a teacher. A model of teaching that envisions good teaching as wise practice is presented. (SM)
Article
This article reports on a study of physics teachers engaged in collaborative action research. The purpose of the study was to examine and identify ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Individualist and social con...
Article
A significant aspect of recent reform efforts is a strong move to change assessment techniques. When the focus of the reform is on changing teachers' practices of assessment and evaluation of students, the issue of how they incorporate the mechanisms of assigning grades into their teaching becomes important. The purpose of this study was to provide...