Victor Sampson
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Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions
V Sampson, DB Clark
Science education 92 (3), 447-472, 2008
Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction
MR Blanchard, SA Southerland, JW Osborne, VD Sampson, LA Annetta, ...
Science education 94 (4), 577-616, 2010
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study
V Sampson, J Grooms, JP Walker
Science Education 95 (2), 217-257, 2011
Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality
DB Clark, V Sampson
Journal of Research in Science Teaching: The Official Journal of the …, 2008
The impact of collaboration on the outcomes of scientific argumentation
V Sampson, D Clark
Science education 93 (3), 448-484, 2009
Personally‐seeded discussions to scaffold online argumentation
DB Clark, VD Sampson
International Journal of Science Education 29 (3), 253-277, 2007
Science teachers and scientific argumentation: Trends in views and practice
V Sampson, MR Blanchard
Journal of Research in Science Teaching, 2012
Analytic frameworks for assessing dialogic argumentation in online learning environments
DB Clark, V Sampson, A Weinberger, G Erkens
Educational Psychology Review 19 (3), 343-374, 2007
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 …
JP Walker, V Sampson
Journal of Research in Science Teaching 50 (5), 561-596, 2013
Argument-driven inquiry to promote the understanding of important concepts & practices in biology
V Sampson, L Gleim
The American biology teacher 71 (8), 465-472, 2009
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
V Sampson, P Enderle, J Grooms, S Witte
Science Education 97 (5), 643-670, 2013
A comparison of the collaborative scientific argumentation practices of two high and two low performing groups
V Sampson, DB Clark
Research in Science Education 41 (1), 63-97, 2011
The efficacy of student-centered instruction in supporting science learning
EM Granger, TH Bevis, Y Saka, SA Southerland, V Sampson, RL Tate
Science 338 (6103), 105-108, 2012
Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry
V Sampson, JP Walker
International Journal of Science Education 34 (10), 1443-1485, 2012
Argument-driven inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs
JP Walker, V Sampson, CO Zimmerman
Journal of Chemical Education 88 (8), 1048-1056, 2011
Argument-driven inquiry
V Sampson, J Grooms, J Walker
The Science Teacher 76 (8), 42, 2009
Argument-driven inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes toward science
JP Walker, V Sampson, J Grooms, B Anderson, CO Zimmerman
Journal of college science teaching 41 (4), 74-81, 2012
Argument-driven inquiry: Using the laboratory to improve undergraduates’ science writing skills through meaningful science writing, peer-review, and revision
JP Walker, V Sampson
Journal of Chemical Education 90 (10), 1269-1274, 2013
Scientific argumentation in biology: 30 classroom activities
V Sampson, S Schleigh
NSTA Press, 2013
Assessment of argument in science education: A critical review of the literature
V Sampson, D Clark
International Society of the Learning Sciences, 2006
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