Faculty Profiles

Dr. Allan Feldman

professor, science education

Feldman headshot

Email: afeldman@usf.edu
Phone: (813) 974- 2471
Office: USF Tampa campus, EDU 308-I

Allan Feldman, PhD, is a Professor of Science Education at the University of South Florida. He also serves as Associate Director for Educational Innovation at the David C. Anchin Center for the Advancement of Teaching. 

For the past 20 years, Dr. Feldman's 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.

Research Projects

Teaching

Graduate Courses
  • 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
Undergraduate courses
  • SCE 4310: Teaching Elementary School Science
  • SCE 4320/5937: Teaching Methods in Middle Grade Science

Recent Publications 

Alsultan, J., Henderson, M., Feldman, A., Rice, M., Yang, X., Kahler, J., Ergas, S. J., & Ghebremichael, K. (2021). Participation of High School Students in Authentic Science and Engineering Experiences with a University-Based Water Research Team. Water, 13(13), 1745. https://www.mdpi.com/2073-4441/13/13/1745 

Alsultan, J., Rice, M., Feldman, A., Nkrumah, T., Kenney, I.A., Yang, X., Navarro-O’Hara, M., Ergas, S., Ghebremichael, K. (2021). Authentic Science and Engineering with Biosand Filters for Water Purification. The Science Teacher, 88(4), 41-46.

Nation, M. and Feldman, A. (2021). Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change. Journal of Science Teacher Education, 32(3):1-19. DOI:10.1080/1046560X.2020.1854968

Bradley, F. and Feldman, A. (published online June 2021). The Problematic Use of Urban, Suburban and Rural in Science Education. Cultural Studies in Science Education. DOI: 10.1007/s11422-020-10015-7.

Feldman, A. (2020). Insiders and outsiders – the place of second-order action research in Educational Action Research. Educational Action Research, 28(1), 1–3. DOI: 0.1080/09650792.2020.1706307

Feldman, A. (2020). Science Teacher Action Research in the Time of the COVID-19 Pandemic. Action Research and Innovation in Science Education, 3(2), 25-26. https://doi.org/10.12973/arise/512463.

Feldman, A. (2020). Insiders and outsiders – the place of second-order action research in Educational Action Research. Educational Action Research, 28(1), 1–3. DOI: 0.1080/09650792.2020.1706307

Feldman, A., Nation, M., Smith, G. G., & Besalti, M. (2020). The Use of Complementary Virtual and Real Scientific Models to Engage Students in Inquiry: Teaching and Learning Climate Change Science. In Management Association, I. (Ed.), Environmental and Agricultural Informatics: Concepts, Methodologies, Tools, and Applications (pp. 991-1012). IGI Global. http://doi:10.4018/978-1-5225-9621-9.ch044.

Feldman, A., Altrichter, H., Posch, P. and Somekh, B. (2018). Teachers investigate their work: An introduction to action research across the professions, 3rd Edition. Taylor & Francis.

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.

Feldman, A., Nation, M., Smith, G. G., & Besalti, M. (2017). 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