Research on ADI

Articles

Walker, J., Sampson, V., Southerland, S., & Enderle, P. (2016). Using laboratory to engage students in science practices. Chemistry Education Research and Practice, 17, 1098-1113.

Grooms, J., Enderle, P, & Sampson, V. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry. Science Educator, 24(1), 45-50.

Walker, J. and Sampson, V. (2013). Learning to argue and arguing to learn in science: Argument-Driven Inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course. Journal of Research in Science Teaching, 50(50), 561-596

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn and learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

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, 34(10), 1443-1485.

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

Walker, J., Sampson, V., and Zimmerman, C. (2011). Argument-Driven Inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs. Journal of Chemical Education, 88(8), 1048-1056.

Sampson, V., Grooms, J., and 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., Grooms, J., and Walker, J. (2009). Argument-Driven Inquiry: A way to promote learning during laboratory activities. The Science Teacher, 76(8), 42-47.

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.

Conference Papers

Grooms, J., Enderle, P., & Sampson, V., (2013, April). A comparative study of the development of science proficiency in high school chemistry. Paper presented at the 2013 international conference of the National Association for Research in Science Teaching (NARST). Rio Grande, Puerto Rico. [view the paper]

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

Sampson, V., Hester, M., Enderle, P., Grooms, J. (2012). The development of science proficiency through argument focused lab instruction in high school biology. Paper 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 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 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 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]

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]