Dr. Scott P. McDonald
TitleAssociate Professor of Education (Science Education)
Director, Krause Innovation Studio
DepartmentCurriculum and Instruction
Krause Innovation Studio
ProgramsCurriculum and Instruction: Science Education
Secondary Education: Science Education
Areas of Expertise
SCIED 412: Teaching Secondary Science II
SCIED 552: Science Teaching and Learning
CI 597X: Disruptive Technologies in Teaching and Learning
Education HistoryPh.D., University of Michigan, 2004; M.S., University of Michigan, 2001; M.A.T., University of Michigan, 1992; B.S., Physics, Colorado College, 1989
McDonald, S. (2016). The Transparent and the Invisible in Professional Pedagogical Vision for Science Teaching. School Science and Mathematics, 116(2), 95-103.
Ozcelik, A. and McDonald, S. (2016) Professional Pedagogical Vision as a Way of Thinking About Reflection on Practice. School Science and Mathematics.
Plummer, J. D., Palma, C., Flarend, A., Rubin, K., Ong, Y. S., Botzer, B., McDonald, S. and Furman, T. (2015). Development of a Learning Progression for the Formation of the Solar System. International Journal of Science Education, 37(9), 1381–1401. http://doi.org/10.1080/09500693.2015.1036386
Emig, B., McDonald, S., Zembal-Saul, C. & Strauss, S. G. (2014). Inviting Argument by Analogy: Analogical-Mapping-Based Comparison Activities as a Scaffold for Small-Group Argumentation. Science Education.98(2), 243-268
McDonald, S.P. & Rook, M. (2014). Digital Video Analysis to Support the Development of Professional Pedagogical Vision. In B. Calanda & P. Rich (Eds.) Video analysis in teacher education. New York: Routledge.
Sezen, A., Tran, M., McDonald, S.P. and Kelly, G. (2014). A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience. Cultural Studies in Science Education.1-23.
Osczlik, A. & McDonald, S. (2013). Preservice Science Teachers' Uses of Inscriptions in Science Teaching. Journal of Science Teacher Education. 24(7),1103-1132.
Rook, M. M. & McDonald, S. P. (2012). Digital records of practice: A literature review of video analysis in teacher practice. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1441-1446). Austin, TX: AACE.
McDonald, S. & Kelly, G. (2012). Beyond Argumentation: The Rich Complexity of Discourse in Science Classroom. In Khine, M.S. (Eds.). Perspectives on Scientific Argumentation: Theory, Practice and Research. Dordrecht: Springer.
Kelly, G.J., McDonald, S., & Wickman, P. O., (2012). Science learning and epistemology. In K. Tobin, B. Fraser, & C. McRobbie, (Eds.) Second International Handbook of Science Education (pp. 281-291). Dordrecht: Springer.
McDonald, S. P. & Songer, N. B. (2008). Enacting Classroom Inquiry: Theorizing Teachers’ Conceptions of Science Teaching. Science Education. 92(6), 971-993.
Co-Primary Investigator (2016 - 2020). Geological models for Explorations Of the Dynamic Earth (GEODE): Supporting middle school students’ learning through geodynamic modeling. National Science Foundation, Discovery Research K-12, Early State Full Design and Development Project to the Teaching Strand (DRK-1621176).
Co-Primary Investigator (2010 - 2015), Targeted Math Science Partnership – Middle Grade Earth and Space Science Education. Math Science Partnership (MSP) Project. National Science Foundation (DUE - 0962792).
Activities and Honors
Primary Investigator (2012), The Cross Cultural Nature of Professional Pedagogical Vision, The Fulbright Association.
Primary Investigator and Project Director (2008 - 2010), Understanding Professional Pedagogical Vision for Inquiry Science Teaching. Knowles Science Teaching Foundation, Early Career Research Fellowship.