Science teachers and scientific argumentation: Trends in views and practice von Sampson, Victor, Blanchard, Margaret R.

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Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions von Sampson, Victor, Clark, Douglas B

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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study von Sampson, Victor, Grooms, Jonathon, Phelps Walker, Joi

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Model-Based Inquiry in Biology: Three-Dimensional Instructional Units for Grades 9-12 von Gray, Ron, Campbell, Todd

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Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality von Clark, Douglas B., Sampson, Victor

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Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction von Blanchard, Margaret R., Southerland, Sherry A., Osborne, Jason W., Sampson, Victor D., Annetta, Leonard A., Granger, Ellen M.

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Personally-Seeded Discussions to Scaffold Online Argumentation von Clark, Douglas B., Sampson, Victor D.

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Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues von Grooms, Jonathon, Sampson, Victor, Golden, Barry

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A comparison of the collaborative scientific argumentation practices of two high and two low performing groups von Sampson, Victor, Clark, Douglas B.

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Fostering Impactful Research Experiences for Teachers (RETs) von Blanchard, Margaret R., Sampson, Victor D.

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The impact of collaboration on the outcomes of scientific argumentation von Sampson, Victor, Clark, Douglas

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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 Durin... von Walker, Joi Phelps, Sampson, Victor

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How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation von Grooms, Jonathon, Sampson, Victor, Enderle, Patrick

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Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision von Walker, Joi Phelps, Sampson, Victor

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Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry von Sampson, Victor, Walker, Joi Phelps

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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 von Sampson, Victor, Enderle, Patrick, Grooms, Jonathon, Witte, Shelbie

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How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers' beliefs and practices von Enderle, Patrick, Grooms, Jonathon, Sampson, Victor, Sengul, Ozden, Koulagna, Yotah

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An examination of student epistemic agency: Students’ perspectives on and experiences with argumentation during STEM design challenges von González-Howard, María, Sampson, Victor, Baze, Christina, Ramirez, Jocelyn Sosa

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A case study of science teachers' goal conflicts arising when integrating engineering into science classes von Hutner, Todd L., Sampson, Victor, Chu, Lawrence, Baze, Christina L., Crawford, Richard H.

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Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science von Schellinger, Jennifer, Mendenhall, Anne, Alemanne, Nicole, Southerland, Sherry A., Sampson, Victor, Marty, Paul

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