Sami Kahn

Princeton University, Council on Science and Technology, Executive Director

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-Former Assistant Professor of Science Education at Ohio University - 2016-2019 (promoted to Associate Professor with tenure Spring 2019)
-Former Presidential Doctoral Fellow of Science Education at University of South Florida, Tampa, FL
-Former Science Education Specialist, Rutgers University
Phone: 609-258-4316
Address: 230 Lewis Science Library
Princeton, NJ

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Hemin Koyi

Uppsala University

Jana Javornik

University of East London

Graham Martin

University of Leicester

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

John Sutton

Macquarie University

Eros Carvalho

Universidade Federal do Rio Grande do Sul

Kevin Arbuckle

Swansea University

Jesper Hoffmeyer

University of Copenhagen

Roshan Chitrakar

Nepal College of Information Technology

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Papers by Sami Kahn

No Child Too Young

IGI Global eBooks, 2021

Research on the Socioscientific Issues (SSI) framework provides compelling evidence of its abilit... more Research on the Socioscientific Issues (SSI) framework provides compelling evidence of its ability to provide contextualized science learning as preparation for informed citizenship. However, few SSI studies provide insight as to whether the pedagogical demands of SSI warrant modification or refinement when implemented with young children. Through this exploratory teacher research study, SSI units were developed and implemented in the teacher-researcher&amp;amp;#39;s first, second, and fourth grade science classrooms over a one-year period. Results suggest that while SSI provided a critical real-world context for science learning and student discourse, several developmentally-influenced challenges were evident including students&amp;amp;#39; difficulties in shifting from emotional to cognitive bases of argumentation, unintended activation of student fears, confusion between real and imaginary scenarios, and uneven emotion regulation. Findings and recommendations provide a foundation for future research on curricular and pedagogical supports that can facilitate successful elementary SSI implementation.

Special Needs and Talents in Science Learning

Routledge eBooks, Feb 17, 2015

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning

PhDT, 2015

Perspective taking is a critical yet tangled construct that is used to describe a range of psycho... more Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related constructs. The resulting ambiguity is particularly vexing in science education, where although perspective taking is recognized as critical to informed citizens' ability to negotiate scientifically related societal issues, or socioscientific issues (SSI) via socioscientific reasoning (SSR), the precise nature of perspective taking remains elusive. To operationalize perspective taking, a theoretical conceptual analysis was employed and used to position perspective taking within the context of SSR. The resulting, more precise construct identified as socioscientific perspective taking (SSPT) requires engagement with others or their circumstances, an etic/emic shift in one's viewpoint, and a moral context guided by conscience.

Sami Kahn

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