Publications & Presentations

Publications related to the project

Sampson, V., Enderle, P., Grooms, J., Southerland, S., and Granger, E. (in review). The importance of using multiple tasks to create a science proficiency competency profile when assessing student achievement and evaluating the impact of educational interventions. 

Sampson, V., Enderle, P., & Walker, J. (2011). The development and validation of the assessment of scientific argumentation in the classroom (ASAC) protocol: A tool for evaluating how students participate in scientific argumentation. In M.S. Khine (Ed.), Perspectives on Scientific Argumentation: Theory, Practice, and Research (235-264). New York: Springer.

Presentations related to the project

Grooms, J., Sampson, V., and Carafano, P. (2012). The impact of a new instructional model on high school science writing. Paper to be presented at the 2012 Annual Conference of the American Educational Research Association (AERA), Vancouver, BC. (view the paper)

Sampson, V., Hester, M., Enderle, P. (2012). The development of science proficiency through argument focused lab instruction in high school biology. Paper to be presented at the 2012 Annual Conference of the American Educational Research Association (AERA), Vancouver, BC. (view the paper)

Enderle, P., Sampson, V., Campbell, H. (2012). The impact of a new instructional model on middle school science writing. Paper to be presented at the 2012 Annual Conference of the American Educational Research Association (AERA), Vancouver, BC. (view the paper)

Enderle, P., Grooms, J., and Williams, K. (2012). The development of science proficiency in high school chemistry students engaged in argument focused instruction. Paper to be presented at the 2012 Annual Conference of the American Educational Research Association (AERA), Vancouver, BC. (view the paper)

Enderle, P., Grooms, J., and Sampson, V. (2012). Argument focused instruction and science proficiency in middle and high school. Paper presented in the symposium: Argument focused instruction and science proficiency, at the 2012 Annual conference of the National Association of Research in Science Teaching (NARST). Indianapolis, IN. (view the paper)

Sampson, V., Grooms, J., Enderle, P., and Southerland, S. (2012). Using laboratory activities that emphasize argumentation and argument to help high school students learn how to engage in scientific inquiry and understand the nature of scientific inquiry. Paper to be presented at the 2012 Annual Conference of the National Association of Research in Science Teaching (NARST). Indianapolis, IN. (view the paper)

Enderle, P., Grooms, J., & Sampson, V. (2012). The importance of using multiple measures to assess science proficiency. Paper presented at the 2011 Annual Conference of the Association of Science Teacher Educators (ASTE). Clearwater, FL. (view the paper)

Grooms, J., Enderle, P., & Sampson, V. (2011). Argumentation and Argument-Driven Inquiry in Middle School. Workshop presented at the 2011 Second Biannual Conference for the Florida Center for Research in Science, Technology, Engineering, and Math (FCR-STEM). Destin, FL.

Enderle, P., Grooms, J., & Sampson, V. (2011). Argumentation and Argument-Driven Inquiry in High School. Workshop presented at the 2011 Second Biannual Conference for the Florida Center for Research in Science, Technology, Engineering, and Math (FCR-STEM). Destin, FL.

Sampson, V., Grooms, J., & Enderle, P. (2011). New instruments that can be used by researchers to assess three different aspects of science proficiency. Paper presented at the 2011 Fall Conference for the Society for Research on Educational Effectiveness (SREE). Washington, DC. (view the paper)



Publications related to Argument-Driven Inquiry

Sampson, V. and Walker, J. (2012). Argument-Driven Inquiry as a way to help undergraduate students write to learn by learning to write in chemistry. International Journal of Science Education, Online first version available April 19, 2012.

Golden, B., Grooms, J., Sampson, V., and Oliveri, R. (2012). Generating arguments about climate change. Science Scope, 35(7), 26-34.

Walker, J., Sampson, V., Grooms, J., Zimmerman, C., and Anderson, B. (2012). Argument-Driven Inquiry in undergraduate chemistry labs: The impact on students' conceptual understanding, argument skills, and attitudes toward science. Journal of College Science Teaching, 41(4), 82-89.

Sampson, V., Grooms, J., & Walker, J. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217-257.

Sampson, V. and Gleim, L. (2009). Argument-Driven Inquiry to promote the understanding of important concepts and practices in biology. The American Biology Teacher, 71(8), 471-477.

Sampson, V., Grooms, J., & Walker, J. (2009). Argument-Driven Inquiry: A way to promote learning during laboratory activities. The Science Teacher, 76(7), 42-47.


Presentations related to Argument-Driven Inquiry

Walker, J., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. (2010, March). Argument-Driven Inquiry: An instructional model for use in undergraduate chemistry labs. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.

Sampson, V., Walker, J., Dial, K., & Swanson, J. (2010, March). Learning to write in undergraduate chemistry: The impact of Argument-Driven Inquiry. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.

Sampson, V. (2009, September). Argument-Driven Inquiry and the development of science proficiency in the laboratory. Paper presented at the 2009 Biannual International Meeting of the European Science Education Research Association, Istanbul, Turkey.

Sampson, V. and Grooms, J. (2008, April). Science as Argument-Driven Inquiry: The impact on students’ conceptions of NOS. Paper presented at the 2009 Annual International Conference of the National Association of Research in Science Teaching (NARST). Baltimore, MD.