V. Sampson

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Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Douglas B. Clark, A. Weinberger, G. Erkens, 2007 .

Assessment of Argument in Science Education: A Critical Review of the Literature

Douglas B. Clark, V. Sampson, 2006, ICLS.

Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions

Douglas B. Clark, Victor Sampson, V. Sampson, 2008 .

Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction

Leonard A. Annetta, Margaret R. Blanchard, V. Sampson, 2010 .

Online Learning Environments, Scientific Argumentation, and 21st Century Skills

Douglas B. Clark, J. Janssen, I. Kollar, 2010 .

The Impact of Collaboration on the Outcomes of Scientific Argumentation.

Douglas B. Clark, V. Sampson, 2009 .

Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Victor Sampson, Joi Phelps Walker, V. Sampson, 2011 .

Learning to Argue and Arguing to Learn: Argument‐Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

Victor Sampson, Joi Phelps Walker, V. Sampson, 2013 .

Argumentation in Science Education.

Victor Sampson, Patrick Enderle, V. Sampson, 2013 .

The Efficacy of Student-Centered Instruction in Supporting Science Learning

V. Sampson, V. Sampson, S. Southerland, 2012, Science.

Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality

Douglas B. Clark, Victor Sampson, V. Sampson, 2008 .

Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs

Victor Sampson, Joi Phelps Walker, V. Sampson, 2011 .

An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum

Todd L. Hutner, Christina L. Baze, R. Crawford, 2022, International Journal of Science Education.

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

Victor Sampson, Joi Phelps Walker, V. Sampson, 2012 .

THE IMPACT OF A NEW INSTRUCTIONAL MODEL ON MIDDLE SCHOOL SCIENCE WRITING

V. Sampson, Jonathon Grooms, Peter Carafano, 2012 .

Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

Nicole D. Alemanne, P. Marty, V. Sampson, 2019, Journal of Science Education and Technology.

“Doing Science” in Elementary School: Using Digital Technology to Foster the Development of Elementary Students’ Understandings of Scientific Inquiry

Michelle M. Kazmer, Nicole D. Alemanne, P. Marty, 2017 .

Argument-Driven Inquiry: A Way to Promote Learning during Laboratory Activities

Victor Sampson, Joi Phelps Walker, V. Sampson, 2009 .

How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation

V. Sampson, P. Enderle, Jonathon Grooms, 2018 .

Development and Initial Validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) Questionnaire

V. Sampson, P. Enderle, Jonathon Grooms, 2013 .

Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

Nicole D. Alemanne, P. Marty, V. Sampson, 2019, Journal of Science Education and Technology.

How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices

V. Sampson, P. Enderle, Jonathon Grooms, 2022, International Journal of Science Education.

The Iterative Design of a Mobile Learning Application to Support Scientific Inquiry.

Michelle M. Kazmer, Paul F. Marty, Amanda Clark, 2013 .

Habitat Tracker: Engaging students with scientific inquiry through technology and curriculum support

Michelle M. Kazmer, Paul F. Marty, Ian Douglas, 2012, ASIST.

Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Michelle M. Kazmer, Paul F. Marty, Amanda Clark, 2013 .

Research Article Science Teachers and Scientific Argumentation: Trends in Views and Practice

Victor Sampson, Margaret R. Blanchard, V. Sampson, 2012 .

Argument-driven inquiry: Using the laboratory to improve undergraduates' science writing skills through meaningful science writing, peer-review, and revision

V. Sampson, J. Walker, 2013 .

Argument-driven Engineering in Middle School Science Classrooms: The Study of Engineering Attitudes and Efforts to Broaden Engineering Participation by Exposing All Students to Multiple Engineering Design Tasks (RTP, Diversity)

Victor Sampson, Lawrence Chu, Todd L. Hutner, 2018 .

A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups

Douglas B. Clark, Victor Sampson, V. Sampson, 2011 .

Board 61: An Instructional Framework for the Integration of Engineering into Middle School Science Classrooms

Victor Sampson, Lawrence Chu, Todd L. Hutner, 2018 .

Generate an Argument: An Instructional Model.

Victor Sampson, V. Sampson, Jonathon Grooms, 2010 .

Writing to Learn by Learning to Write during the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas.

Shelbie D. Witte, Victor Sampson, Patrick Enderle, 2013 .

Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory

Kathryn N. Hosbein, V. Sampson, J. Walker, 2020, Journal of Chemical Education.

A Performance-Based Assessment for Limiting Reactants

V. Sampson, J. Walker, Jonathon Grooms, 2011 .

Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure

Gijsbert Erkens, Armin Weinberger, Douglas B. Clark, 2007, CSCL.

Analyzing the quality of argumentation supported by personally-seeded discussions

Douglas B. Clark, Victor D. Sampson, V. Sampson, 2005, CSCL.

Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center

Beat A. Schwendimann, Douglas B. Clark, Hsin-Yi Chang, 2012 .

Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues

V. Sampson, B. Golden, Jonathon Grooms, 2014 .

Argument-Driven Inquiry To Promote the Understanding of Important Concepts & Practices in Biology

Victor Sampson, V. Sampson, Leeanne Gleim, 2009 .

Fostering Impactful Research Experiences for Teachers (RETs)

Margaret R. Blanchard, V. Sampson, 2017 .

Metalogue: Engaging Students in Scientific and Socio-scientific Argumentation

S. Simon, V. Sampson, M. Evagorou, 2011 .

Argumentative Knowledge Construction in CSCL

Gijsbert Erkens, Karsten Stegmann, Armin Weinberger, 2006, ICLS.

Addressing Misconceptions: A Demonstration to Help Students Understand the Law of Conservation of Mass

V. Sampson, K. Dial, Diana Riddley, 2009 .

Activating Bilingual English Language Learners’ Strengths in Science: The Pedagogy of Argument Driven Inquiry (ADI)

V. Sampson, Rebecca M. Callahan, Stephanie Rivale, 2019, Teaching the Content Areas to English Language Learners in Secondary Schools.