Troy D. Sadler, Ph.D.

Thomas James Distinguished Professor of Experiential Learning

Area Chair, Culture, Curriculum and Teacher Education

Journal Article

Fan, N., Sadler, T., Xu, Z., & Lee, H. (2025). A framework for socio-scientific based curriculum design and its application: Taking plastic pollution as an example. Science Education for Primary and Secondary Schools, 2(4), 37–43.

Lesnefsky, R., Elsner, J. N., Kirk, E. A., Ke, L., & Sadler, T. (2025). Exploring resources and reasoning practices in socioscientific system modeling for justice-centered science education. CBE-Life Sciences Education, 24(4). https://doi.org/10.1187/cbe.24-01-0017

LU, W., Griffin, J., Sadler, T., Laffey, J., & Goggins, S. (2025). Game-based learning prediction model construction: Towards validated stealth assessment implementation. Journal of Learning Analytics, 12(1), 293–321. https://doi.org/10.18608/jla.2025.8105

Lesnefsky, R., Sadler, T., & Fortus, D. (2025). Implementing grand challenges: A case study of implementing innovative curricula. Research in Science Teaching, 55, 755–769. https://doi.org/10.1007/s11165-024-1022-8

Sadler, T., Kirk, E. A., Romine, W., Elsner, J., Zangori, L., & Ke, L. (2025). Interest and effort: Exploring the relationship between students COVID-19 interest and information seeking behavior. International Journal of Science Education Part B, 15, 1–20. https://doi.org/10.1080/21548455.2023.2293680

Sadler, T., XU, Z., & Fortus, D. (2025). Restructuring the science curriculum around grand challenges. International Journal of Science Education, 45(15), 2093–2112. https://doi.org/10.1080/09500693.2025.2490777

Fan, N., Sadler, T., & Lesnefsky, R. (2025). Using the adapted science talk-writing heuristic (STWH) to scaffold students’ socio-scientific argumentation. The Science Teacher, 92(4), 24–31. https://doi.org/10.1080/00368555.2025.2500936

Lu, W., Laffey, J., Sadler, T., Griffin, J., & Goggins, S. (2024). A scalable, flexible, and interpretable analytic pipeline for stealth assessment in complex digital game-based learning environments. Journal of Educational Data Mining, 16, 214–303. https://doi.org/10.5281/zenodo.14503598

Sadler, T., Mensah, F., & Tam, J. (2024). AI and the Journal of Research in Science Teaching. Journal of Research in Science Teaching, 61, 739–743. https://doi.org/10.1002/tea.21933

Kirk, E., Sadler, T., Ke, L., & Zangori, L. (2024). Design considerations for a multiple-choice assessment of socio-scientific systems thinking. International Journal of Designs for Learning, 15(1), 27–37. https://doi.org/10.14434/ijdl.v15i1.34204

Owens, D., & Sadler, T. (2024). Socio-scientific issues instruction for scientific literacy: 5E framing to enhance teaching practice. School Science and Mathematics, 124, 203–210. https://doi.org/10.1111/ssm.12626

Lin, J., Knut, N., Sadler, T., & Fortus, D. (2024). Transforming issues-based science education with innovative technologies. Journal of Science Education and Technology, 33, 157–160. https://doi.org/10.1007/s10956-023-10086-5

Kirk, E., Sadler, T., Ke, L., & Zangori, L. (2024). Design Considerations for a Multiple-Choice Assessment of Socio-Scientific Systems Thinking. International Journal of Designs for Learning, 15(1), 27–37. https://doi.org/10.14434/ijdl.v15i1.34204

Kirk, E., & Sadler, T. (2023). Ditch the debate: Preparing pre-service teachers to nurture productive discourse about controversial issues. Innovations in Science Teacher Education, 8(2). https://innovations.theaste.org/ditch-the-debate-preparing-preservice-teachers-to-nurture-productive-discourse-about-controversial-issues/

Ke, L., E., K., Lesnefsky, R., & Sadler, T. (2023). Exploring system dynamics of complex societal issues through socio-scientific models. Frontiers in Education, 8(1219224). https://doi.org/10.3389/feduc.2023.1219224

Lesnefsky, R., Sadler, T., Ke, L., & Friedrichsen, P. (2023). Instructional pathways to considering social dimensions within socioscientific issues. Innovations in Science Teacher Education, 8(2). https://innovations.theaste.org/instructional-pathways-to-considering-social-dimensions-within-socioscientific-issues/

Kirk, E., Sadler, T., Romine, W., Ke, L., Elsner, J., & Zangori, L. (2023). Interest and effort: Exploring the relationship between students COVID-19 interest and information seeking behavior. International Journal of Science Education Part B. Published. https://doi.org/10.1080/21548455.2023.2293680

Lu, W., Griffin, J., Sadler, T., Laffey, J., & Goggins, S. (2023). Serious game analytics by design: Feature generation and selection using game telemetry and game metrics. Journal of Learning Analytics, 10(1), 168–188.

Owens, D., & Sadler, T. (2023). Socio-scientific issues instruction for scientific literacy: 5E framing to enhance teaching practice. School Science & Mathematics. Published. https://doi.org/10.1111/ssm.12626

Lesnefsky, R., Kirk, E., Yeldell, J., Sadler, T., & KE, L. (2023). Socio-scientific modeling as an approach towards justice-centred science pedagogy. London Review of Education, 21(1), 1–15. https://doi.org/10.14324/LRE.21.1.30.

Kirk, E., Sadler, T., Xu, Z., Elsner, J., Lesnefsky, R., & Ke, L. (accepted). Socioscientific modeling: Helping students see systems and understand messy issues. Science Scope.

Ke, L., Friedrichsen, P., Rawson, R., & Sadler, T. (2023). Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education, 122. https://doi.org/10.1016/j.tate.2022.103957

Juergensen, R., Zangori, L., Friedrichsen, P., & Sadler, T. (2023). Teaching science to students with disabilities using socio-scientific issues. Journal of Science Education for Students with Disabilities, 26(1), 1–21. https://doi.org/10.14448/jsesd.15.0007

Elsner, J., Sadler, T., Kirk, E., Rawson, R., & Friedrichsen, P. (2023). Using Multiple Models to Teach about COVID-19. The Science Teacher, 90(3), 40–45.

Peel, A., Sadler, T., & Friedrichsen, P. (2022). Algorithmic explanations: An unplugged instructional approach to integrate science and computational thinking. Journal of Science Education & Technology, 31, 428–441. https://doi.org/10.1007/s10956-022-09965-0

Elsner, J., Sadler, T., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Student interest, concerns, and information-seeking behaviors related to COVID-19. Disciplinary and Interdisciplinary Science Education Research, 4(11). https://doi.org/10.1186/s43031-022-00053-2

Fortus, D., Lin, J., Neumann, K., & Sadler, T. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44, 535–555. https://doi.org/10.1080/09500693.2022.2036384

Owens, D., Sadler, T., Petit, D., & Forbes, C. (2022). Exploring undergraduates’ breadth of socio-scientific reasoning through domains of knowledge. Research in Science Education, 52, 1643–1658. https://doi.org/10.1007/s11165-021-10014-w

Ke, L., Sadler, T., Zangori, L., & Friedrichsen, P. (2021). Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues. Science & Education, 30(3), 589–607. https://doi.org/10.1007/s11191-021-00206-1

Friedrichsen, P., Ke, L., Sadler, T., & Zangori, L. (2021). Enacting co-designed socio-scientific issue-based curriculum units: A case study of secondary science teacher learning. Journal of Science Teacher Education, 32, 85–106. https://doi.org/10.1080/1046560X.2020.1795576

Li, N., Ke, L., Liu, E., Sadler, T., & Li, X. (2021). Value analysis of socio-scientific issues in Chinese secondary science education-社会性科学议题在我国中学科学教育中的价值分析. Journal of China Examinations-中国考试, 8, 87–94.

Mensah, F. M., & Sadler, T. (2021). A vision that focuses on diversity and broader impact. Journal of Research in Science Teaching, 58, 307–309. https://doi.org/10.1002/tea.21683

Peel, A., Sadler, T. D., & Friedrichsen, P. (2021). Using unplugged computational thinking to scaffold natural selection learning. American Biology Teacher, 83(2), 112–117. https://doi.org/10.1525/abt2021.83.2.112

Owens, D. C., Sadler, T., & Friedrichsen, P. (2021). Teaching Practices for Enactment of Socio-scientific Issues Instruction: an Instrumental Case Study of an Experienced Biology Teacher. Research in Science Education, 51, 375–398. https://doi.org/10.1007/s11165-018-9799-3

Zangori, L., Ke, L., Sadler, T., & Peel, A. (2020). Exploring primary students causal reasoning about ecosystems. International Journal of Science Education, 42, 1799–1817. https://doi.org/10.1080/09500693.2020.1783718

Foulk, J. A., & Sadler, T. (2020). Facilitating pre-service teachers’ socioscientific issues curriculum design in teacher education. Innovations in Science Teacher Education, 5(3).

Romine, W., Sadler, T., Dauer, J. M., & Kinslow, A. T. (2020). Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies. International Journal of Science Education, 18, 2981–3002.

Foulk, J. A., & Sadler, T. (2020). Science in a socio-scientific issues: Teaching with a timeline activity. The Science Teacher, 87(7), 35–39.

Ewing, M., & Sadler, T. (2020). Socio-scientific issues instruction: An interdisciplinary approach to increase relevance and systems thinking. The Science Teacher, 88(2), 18–21.

Ke, L., Sadler, T., Zangori, L., & Friedrichsen, P. (2020). Students’ perceptions of engagement in socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42, 1339–1361. https://doi.org/10.1080/09500693.2020.1759843

Sadler, T., Friedrichsen, P., Zangori, L., & Ke, L. (2020). Technology-supported professional development for collaborative design of COVID-19 instructional materials. Journal of Technology and Teacher Education, 28, 171–177.

Foulk, J., Friedrichsen, P., & Sadler, T. (2020). Science in socio-scientific issues: Teaching with a timeline activity. The Science Teacher. Published.

Sadler, T., & Mensah, F. M. (2020). A vision for the next phase of JRST. Journal of Research in Science Teaching, 57(2), 147–153. https://doi.org/10.1002/tea.21612

Owens, D. C., Sadler, T., Barlow, A. T., & Smith-Walters, C. (2020). Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices. Research in Science Education, 50(1), 253–277. https://doi.org/10.1007/s11165-017-9688-1

Sadler, T. D., Friedrichsen, P., & Zangori, L. (2019). A framework for teaching for socio-scientific issue and model based learning (SIMBL). Educacao E Fronteiras/Education and Borders, 9(25), 8–26.

Foulk, J. A., Sadler, T. D., & Friedrichsen, P. (accepted). Facilitating Pre-Service Teachers’ Socioscientific Issues Curriculum Design in Teacher Education. Innovations in Science Teacher Education.

Zeidler, D. L., Sadler, T., & Herman, B. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1, 11. https://doi.org/10.1186/s43031-019-0008-7

Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. (2019). Selecting Socio-scientific Issues for Teaching: A Grounded Theory Study of How Science Teachers Collaboratively Design SSI-Based Curricula. Science and Education, 28(6-7), 639–667. https://doi.org/10.1007/s11191-019-00065-x

Sadler, T., & Brown, D. E. (2019). Introduction to comments and criticisms in response to the Next Generation Science Standards special issue. Journal of Research in Science Teaching, 56(4), 516–517. https://doi.org/10.1002/tea.21544

Kinslow, A. T., Sadler, T., & Nguyen, H. T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388–410. https://doi.org/10.1080/13504622.2018.1442418

Peel, A., Zangori, L., Friedrichsen, P., Hayes, E., & Sadler, T. (2019). Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning. International Journal of Science Education, 41(4), 510–532. https://doi.org/10.1080/09500693.2018.1564084

Peel, A., Sadler, T., & Friedrichsen, P. (2019). Learning natural selection through computational thinking: Unplugged design of algorithmic explanations. Journal of Research in Science Teaching, 56(7), 983–1007. https://doi.org/10.1002/tea.21545

Owens, D. C., Herman, B. C., Oertli, R. T., Lannin, A. A., & Sadler, T. (2019). Secondary science and mathematics teachers’ environmental issues engagement through socioscientific reasoning. Eurasia Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103561

Zangori, L., Foulk, J., Sadler, T., & Peel, A. (2018). Exploring Elementary Teachers’ Perceptions and Characterizations of Model-Oriented Issue-Based Teaching. Journal of Science Teacher Education, 29(7), 555–577. https://doi.org/10.1080/1046560X.2018.1482173

Topçu, M. S., Foulk, J. A., Sadler, T., Pitiporntapin, S., & Atabey, N. (2018). The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool. Research in Science and Technological Education, 36(3), 302–323. https://doi.org/10.1080/02635143.2017.1399353

Menon, D., & Sadler, T. (2018). Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses. International Journal of Science and Mathematics Education, 16(5), 835–855. https://doi.org/10.1007/s10763-017-9813-7

Williams, M. A., Friedrichsen, P. J., Sadler, T., & Brown, P. J. (2018). Modeling the Emergence of Antibiotic Resistance in Bacterial Populations. American Biology Teacher, 80(3), 214–220. https://doi.org/10.1525/abt.2018.80.3.214

Owens, D. C., Sadler, T., & Zeidler, D. L. (2017). Controversial issues in the science classroom. Phi Delta Kappan, 99(4), 45–49. https://doi.org/10.1177/0031721717745544

Zangori, L., Peel, A., Kinslow, A., Friedrichsen, P., & Sadler, T. (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, 54(10), 1249–1273. https://doi.org/10.1002/tea.21404

Kinslow, A., Sadler, T., Friedrichsen, P., Zangori, L., Peel, A., & Graham, K. (2017). From Global to Local: Connecting Global Climate Change to a Local Ecosystem Using a Socioscientific Issue Approach. The Science Teacher, 84(7), 39–46. https://doi.org/10.2505/4/tst17_084_07_39

Romine, W. L., Sadler, T., & Wulff, E. P. (2017). Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST). Journal of Science Education and Technology, 26(5), 534–545. https://doi.org/10.1007/s10956-017-9697-x

Romine, W. L., Sadler, T., & 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(2), 274–295. https://doi.org/10.1002/tea.21368

Pitiporntapin, S., Yutakom, N., & Sadler, T. (2016). Thai pre-service science teachers’ struggles in using Socio-scientific Issues (SSIs) during practicum. Asia-Pacific Forum on Science Learning and Teaching, 17(2). https://api.elsevier.com/content/abstract/scopus_id/85020849560

Menon, D., & Sadler, T. (2016). Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge. Journal of Science Teacher Education, 27(6), 649–673. https://doi.org/10.1007/s10972-016-9479-y

Sadler, T., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/10.1080/09500693.2016.1204481

Romine, W. L., & Sadler, T. (2016). Measuring Changes in Interest in Science and Technology at the College Level in Response to Two Instructional Interventions. Research in Science Education, 46(3), 309–327. https://doi.org/10.1007/s11165-014-9452-8

Burgin, S. R., & Sadler, T. (2016). Learning nature of science concepts through a research apprenticeship program: A comparative study of three approaches. Journal of Research in Science Teaching, 53(1), 31–59. https://doi.org/10.1002/tea.21296

Sadler, T., 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(4), 696–720. https://doi.org/10.1002/sce.21171

Kazempour, M., & Sadler, T. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study. Teaching Education, 26(3), 247–271. https://doi.org/10.1080/10476210.2014.996743

Book Chapter

Lesnefsky, R., Lee, H., Xu, Z., Fan, N., Keren, D., Fortus, D., & Sadler, T. (2025). Future of food: Cultured meat for environmental and social justice. In Justice-oriented science teaching and learning: Anchoring phenomena in secondary classrooms (pp. 409–426). Springer. https://doi.org/DOI: 10.1007/978-3-031-76297-0_22Elsner, J., & Sadler, T. (2025). Addressing Wicked Problems Using Multiple Models. In Wicked Problems in PreK-12 Science Education (pp. 37–48). Routledge. https://doi.org/10.4324/9781003508793-5

Sadler, T., Ke, L., & Peel, A. (2024). Next generation socioscientific issues education: Incorporating practices in SSI learning experiences. In A moral inquiry into epistemic insights in science education: Personal and global perspectives on socioscientific issues (pp. 409–426). Springer Nature. https://doi.org/10.1007/978-3-031-63382-9_21

Zeidler, D., & Sadler, T. (2023). Exploring and expanding the frontiers of socioscientific issues. In Handbook of Research on Science Education (3rd ed., pp. 899–929). Routledge.

Sadler, T. (2023). Teaching with socio-scientific issues. In Navigating the challenges of elementary science teaching and learning: Using case-based pedagogy to understand dilemmas of practice. Springer.

Sadler, T. (2022). Epilogue: Evolution of socioscientific issues based education. In Innovative approaches to teaching and teacher education (pp. 381–386). Springer.

Ke, L., Zangori, L., Sadler, T., & Friedrichsen, P. (2020). Integrating scientific modeling and socio-scientific reasoning to promote scientific literacy. In Socioscientific issues-based instruction for scientific literacy development (pp. 31–54). IGI Global. https://doi.org/10.4018/978-1-7998-4558-4.ch002

Owens, D. C., & Sadler, T. (2020). Socio-scientific issues as contexts for development of STEM literacy. In Handbook of research on STEM education (pp. 210–222). Routledge.

Friedrichsen, P., Sadler, T., & Zangori, L. (2020). Supporting teachers in the design and enactment of socio-scientific issue-based teaching in the USA. In Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. 85–99). Springer.

Peel, A., Sadler, T., Kinslow, A. T., Zangori, L., & Friedrichsen, P. (2017). Climate change as an issue for socio-scientific issues teaching and learning. In Teaching and Learning about Climate Change: A Framework for Educators (pp. 153–165). https://doi.org/10.4324/9781315629841

Conference Proceeding

Fackler, A., Zangori, L., Botkin, M., Elsner, J., & Sadler, T. (2025). Artifactual knowing in collaborative modeling practices. 1222–1226. https://doi.org/ttps://doi.org/10.22318/icls2025.102404

Lu, W., Griffin, J., Sadler, T., Laffey, J., & Goggins, S. (2025). rom in-game behaviors to learning gains: Constructing Bayesian networks for stealth assessment. 9, 566–605. https://doi/10.1145/3745/3748615

Fackler, A., Zangori, L., Mahapatra, S., Xu, Z., & Sadler, T. (2024). A case of middle schoolers reasoning with multiple models in science learning: Quantitative, qualitative, or both?. Proceedings of the 18th International Conference of the Learning Sciences, 2273–2274. https://doi.org/doi.org/10.22318/icls2024.160837

Lu, W., He, H., Yu, F., Laffey, J., Urban, A., Joe, G., Sadler, T., & Goggins, S. (2024). Lessons upon Dislikes: Educational Game Design Principles from Players’ Negative Feedback. Proceedings of the Immersive Learning Research Network, 2273–2274. https://doi.org/10.1007/978-3-031-80475-5_24

Lesnefsky, R., Ke, L., Sadler, T., Kirk, E. A., & Zangori, L. (2023). Middle School Students Modeling Viral Transmission. Proceedings of the International Conference of the Learning Sciences, 51–58. https://doi.org/10.22318/icls2023.140516

Zangori, L., Ke, L., Sadler, T., & Peel, A. (2020). Supporting elementary learners to explore causal interaction patterns. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences, 541–544.

Laffey, J., Griffin, J., Sigoloff, J., Sadler, T., Goggins, S., Womack, A., Wulff, E., & Lander, S. (2019). Mission hydrosci: Meeting learning standards through gameplay. Computer-Supported Collaborative Learning Conference, CSCL, 2, 1017–1020. https://api.elsevier.com/content/abstract/scopus_id/85073352636

Laffey, J. M., Griffin, J., Sigoloff, J., Lander, S., Sadler, T., Goggins, S., Kim, S. M., Wulff, E., & Womack, A. J. (2017). Mission HydroSci. Proceedings of the 12th International Conference on the Foundations of Digital Games, 1–4. https://doi.org/10.1145/3102071.3106354

Instructional Material

Sadler, T., Rawson, R., Kirk, E., Elsner, & Ke, L. (2021). COVID-19: A model-oriented issues-based science unit. https://epiclearning.web.unc.edu/covid/

Other

Tolbert, S., Kennedy, B., Erduran, S., & Sadler, T. (2025). NZ’s draft science curriculum favours rote learning over critical thinking (V. Meduna, Ed.). The Conversation. https://doi.org/10.64628/aa.3j5sapxd5

Sadler, T., Friedrichsen, P., Zangori, L., & Ke, L. (2020). Teaching and learning about COVID-19 during the pandemic. National Science Teaching Association.

Brown, D. E., & Sadler, T. (2018). Conceptual framing and instructional enactment of the Next Generation Science Standards: A synthesis of the contributions to the special issue. In Journal of Research in Science Teaching: Vol. 55 (7th ed., pp. 1101–1108). https://doi.org/10.1002/tea.21509

Sadler, T., & Brown, D. E. (2018). Introduction to the special issue: A critical examination of the Next Generation Science Standards. In Journal of Research in Science Teaching: Vol. 55 (7th ed., pp. 903–906). https://doi.org/10.1002/tea.21508

Sadler, T., & Brown, D. E. (2017). Call for papers: Journal of Research in Science Teaching – Special Issue: A critical examination of the Next Generation Science Standards. In Journal of Research in Science Teaching: Vol. 54 (5th ed., pp. 555–557). https://doi.org/10.1002/tea.21395

Technical Report

Reeves, T. C., Romine, W., Laffey, J., Sadler, T., & Goggins, S. (2020). Distance learning through game-based 3D virtual learning environments: Mission Hydro Science (External Evaluation Report 1). ERIC Document Reproduction Service.