Dr. Scott P. McDonald
146 Chambers Bldg
University Park, PA 16802
Title
Associate Professor of Education (Science Education)Director, Krause Innovation Studio
Department
Curriculum and InstructionKrause Innovation Studio
Programs
Curriculum and Instruction: Science EducationSecondary Education: Science Education
Biography
Dr. Scott McDonald is an Associate Professor of Science Education at The Pennsylvania State University and Director of the Krause Innovation Studio in the PSU College of Education. He received his undergraduate degree in Physics with a focus on Astronomy and Astrophysics. He was high school Physics teacher for six years before returning for a Ph.D. in Learning Technologies and Science Education at the University of Michigan. Dr. McDonald's research focuses on the intersection of teaching and learning of science and science teaching with technology. His work in the Krause Innovation Studio investigates how technology, particularly in the form of learning spaces, can support higher education teaching and learning. In science education, he researches teacher learning, framed as professional pedagogical vision, of ambitious and equitable science teaching practices. He also is engaged in research in learning progressions in Plate Tectonics and Astronomy as part of his NSF funded Earth and Space Science Partnership and The Geological Models for Explorations of Dynamic Earth (GEODE) project. His work has also been funded by the Knowles Science Teaching Foundation, the Howard Hughes Medical Institute, and the Mellon Foundation.
Areas of Expertise
Curriculum Areas
Education Levels
Education Types
Leadership Preparation
Learning
Methodological Research
Teacher Preparation
Technology
Courses Taught
SCIED 412: Teaching Secondary Science II
SCIED 552: Science Teaching and Learning
CI 597X: Disruptive Technologies in Teaching and Learning
Education History
Ph.D., University of Michigan, 2004; M.S., University of Michigan, 2001; M.A.T., University of Michigan, 1992; B.S., Physics, Colorado College, 1989Representative Publications
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.
Grants
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.