Dr. Allan Feldman
Dr. Allan Feldman, Professor, Ph.D., Stanford University
Phone: (813) 974- 2471
Allan Feldman is Professor of Science Education at the University of South Florida. For the past 20 years his research has focused on science teacher learning and action research. He is the co-editor of the international journal, Educational Action Research. Recently he has begun to study the ways in which people learn to become science researchers in apprenticeship situations.
Although Dr. Feldman’s science background is physics, most of his current work is in the area of environmental education and global sustainability. He has been PI and co-PI of numerous NSF projects, many of which have been in collaboration with colleagues in the sciences and engineering. In addition to his research activities, he teaches and advises preservice teachers and doctoral students. He taught middle and high school science and math for 17 years before obtaining his doctorate at Stanford University.
- CHANGE: Climate Change Narrative Game Education
- CACCE: Coastal Areas Climate Change Education Partnership
- STEM RAYS: Franklin County Science, Technology, Engineering, and Mathematics Research Academies for Young Scientists
- STEM ACT: Alternative Certification of Science Teachers
- Teacher Learning of Technology-Enhanced Formative Assessment
- Davis Mine Project
- Assessing to Learn
- Minds-On Physics
- ESE 7690: Design and Evaluation of Teacher Education Programs
- SCE 4320/5325: Teaching Methods in Middle Grade Science
- SCE 6456: Teaching Secondary School Physical and Earth Sciences
- EDF 7426: Action Research in Schools
- EDG 7067: Philosophies of Inquiry
- EDE 7481: Teacher Education Seminar
- SCE 4310: Teaching Elementary School Science
- SCE 4320/5937: Teaching Methods in Middle Grade Science
Feldman, A., Nation, M., Smith, G. G., & Besalti, M. (in press). Teaching climate change science to high school students: Local place-based approach, web-based novel with computer games, and hands-on activities In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning. Hershey, PA: IGI Global.
Feldman, A. (2017). An Emergent History of Educational Action Research in the English-Speaking World. In Rowell, L., Bruce, C.D., Shosh, J.M. and Riel, M.M. (Eds.). Palgrave International Handbook of Action Research (125-146). New York: Springer.
Herman, B., Feldman, A. and Vernaza-Hernandez, V. (2017). Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science. International Journal of Science and Mathematics Education, 15(3), 451-471. doi:10.1007/s10763-015-9706-6
Chapman, A. and Feldman, A. (2016). Cultivation of Science Identity Through Authentic Science in an Urban High School Classroom. Cultural Studies of Science Education, doi:10.1007/s11422-015-9723-3
Feldman, A. (2016). Self Study in Pre-Service Science Teacher Education. In Allowing Our Professional Knowledge of Pre-Service Science Teacher Education to be Enhanced by Self-Study Research: Turning a Critical Eye on Our Practice (pp. 23-42). Buck, G. and Akerson, V. (Eds). New York: Springer.
Chapman, A. and Feldman, A. (2016). Effects of an Authentic Science School-Based Service-Learning Experience on High School Students’ Learning of Science Practices. In J.L. Newman, D.W. Sunal, and C.S. Sunal (Eds.). Science and Service Learning (pp. 73-98). Charlotte, NC: Information Age Publishing.
Nation, M., Feldman, A. and Wang, P. (2015). A rising tide. The Science Teacher, 82(6), 34-40
Stratton, S., Hagevik, R., Feldman, A. and Bloom, M. (2015). Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability. In S. Stratton, R. Hagevik, A. Feldman and M. Bloom (Eds.). Educating Science Teachers for Sustainability (pp. 445-457). New York: Springer.
Feldman, A. and Nation, M. (2015). Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability. In S. Stratton, R. Hagevik, A. Feldman and M. Bloom (Eds.). Educating Science Teachers for Sustainability (pp. 3-13). New York: Springer.
Feldman, A., Bennett, K., and Vernaza-Hernandez, V. (2015). Responsible Action Research for the Pursuit of Justice. Educational Action Research, 23(1), 85-103.
Lee, Hyunju and Feldman, A. (2015). Photographs and Classroom Response Systems in Middle School Astronomy Classes. Journal of Science Education and Technology, 24(4), 496-508.
Lee, Hyunju and Feldman, A. (2015). Photographs as Static Visual Representation to Connect Prior Knowledge and to Stimulate Discussions in Science Classroom. In K. Finson and J. Pederson (Eds.), Application of Visual Data in K-16 Science Classrooms. Information Age Publishing.
Sternheim, M. and Feldman, A. (2014). STEMRAYS: After-School STEM Research Clubs. In R. E. Yager and H. Brunkhorst (Eds.). Exemplary STEM Programs: Design for Success (pp. 61-76). Arlington, VA: NSTA Press.
Feldman, A. (2014). Philosophy of science. In D. Coghlan and M. Brydon-Miller (Eds.), Sage Encyclopedia of Action Research (pp. 617-620). London: Sage Publishing.
Feldman, A., & Herman, B. (2014). Teacher Contextual Knowledge. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1-2): Springer Netherlands
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290-312. doi: 10.1080/17425964.2014.958072