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Showing 1 to 15 of 18 results Save | Export
Grooms, Jonathon; Enderle, Patrick; Sampson, Victor – Science Educator, 2015
Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on…
Descriptors: Science Instruction, Persuasive Discourse, Inquiry, Teaching Methods
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Marty, Paul F.; Alemanne, Nicole D.; Mendenhall, Anne; Maurya, Manisha; Southerland, Sherry A.; Sampson, Victor; Douglas, Ian; Kazmer, Michelle M.; Clark, Amanda; Schellinger, Jennifer – Learning, Media and Technology, 2013
Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing…
Descriptors: Inquiry, Computer Literacy, Technological Literacy, Telecommunications
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Sampson, Victor; Enderle, Patrick; Grooms, Jonathon – Science Teacher, 2013
A "Framework for K-12 Science Education" (NRC 2012) and subsequent "Next Generation Science Standards" (Achieve Inc. 2013) will substantially influence the teaching and learning of science in the United States. The "Framework," for example, calls for students to learn about several practices related to scientific…
Descriptors: Science Education, Science Process Skills, Persuasive Discourse, Teaching Methods
Sampson, Victor; Murphy, Ashley – NSTA Press, 2019
Are you interested in using argument-driven inquiry (ADI) for elementary instruction but just aren't sure how to do it? You aren't alone. "Argument-Driven Inquiry in Third-Grade Science" will provide you with both the information and instructional materials you need to start using this method right away. The book is a one-stop source of…
Descriptors: Persuasive Discourse, Grade 3, Elementary School Science, Elementary School Students
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Marty, Paul F.; Mendenhall, Anne; Douglas, Ian; Southerland, Sherry A.; Sampson, Victor; Kazmer, Michelle M.; Alemanne, Nicole; Clark, Amanda; Schellinger, Jennifer – Journal of Learning Design, 2013
The ubiquity of mobile devices makes them well suited for field-based learning experiences that require students to gather data as part of the process of developing scientific inquiry practices. The usefulness of these devices, however, is strongly influenced by the nature of the applications students use to collect data in the field. To…
Descriptors: Telecommunications, Handheld Devices, Teaching Methods, Inquiry
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Sampson, Victor; Grooms, Jonathon – Science Teacher, 2010
The Generate an Argument instructional model was designed to engage students in scientific argumentation. By using this model, students develop complex reasoning and critical-thinking skills, understand the nature and development of scientific knowledge, and improve their communication skills (Duschl and Osborne 2002). This article describes the…
Descriptors: Persuasive Discourse, Communication Skills, Thinking Skills, Teaching Methods
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Walker, Joi Phelps; Sampson, Victor – Journal of Research in Science Teaching, 2013
This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…
Descriptors: Persuasive Discourse, Chemistry, Science Instruction, Science Laboratories
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Sampson, Victor; Grooms, Jonathon; Walker, Joi Phelps – Science Education, 2011
This exploratory study examines how a series of laboratory activities designed using a new instructional model, called Argument-Driven Inquiry (ADI), influences the ways students participate in scientific argumentation and the quality of the scientific arguments they craft as part of this process. The two outcomes of interest were assessed with a…
Descriptors: Persuasive Discourse, Inquiry, Active Learning, Science Instruction
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Walker, Joi Phelps; Sampson, Victor; Zimmerman, Carol O. – Journal of Chemical Education, 2011
This article presents a new instructional model called Argument-Driven Inquiry (ADI) that can be used in undergraduate college chemistry laboratory courses. ADI is designed to provide students with an opportunity to develop their own method to generate data, to carry out investigations, use data to answer research questions, write, and be more…
Descriptors: Scoring Rubrics, Chemistry, Science Laboratories, Undergraduate Study
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Enderle, Patrick; Grooms, Jonathon; Sampson, Victor – Society for Research on Educational Effectiveness, 2013
Science proficiency refers to the knowledge and skills that individuals need to have in order to function effectively in an increasingly complex, information-driven society. The Argument-Driven Inquiry (ADI) instructional model is one strategy designed to foster the development of four key aspects of scientific proficiency. Classroom activities…
Descriptors: Science Education, Persuasive Discourse, Laboratory Experiments, Science Instruction
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Walker, Joi Phelps; Sampson, Victor; Grooms, Jonathon; Anderson, Brittany; Zimmerman, Carol O. – Journal of College Science Teaching, 2012
This article describes a new instructional model called Argument-Driven Inquiry (ADI). This model is designed to promote student engagement in processes of investigation design and scientific argumentation. In this study, the ADI instructional model is compared with a more traditional approach to instruction across 16 laboratory sections of…
Descriptors: Learner Engagement, Evidence, Chemistry, Teaching Methods
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Sampson, Victor; Walker, Joi Phelps – International Journal of Science Education, 2012
This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large…
Descriptors: Undergraduate Students, Community Colleges, College Science, Chemistry
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Sampson, Victor; Enderle, Patrick; Grooms, Jonathon; Witte, Shelbie – Science Education, 2013
This study examined how students' science-specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the Argument-Driven Inquiry (ADI) instructional model. The ADI model is a student-centered and writing-intensive approach to…
Descriptors: Secondary School Science, Middle School Students, High School Students, Content Area Writing
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Dlugokienski, Amy; Sampson, Victor – Science Scope, 2008
Most middle school science teachers are familiar with the idea of reading and writing across the curriculum. We, as science teachers, understand that our students need time, practice, and lots of encouragement in order to learn how to read and write well. What we also need to remember, however, is that learning how to read and write in science is…
Descriptors: Writing Across the Curriculum, Science Teachers, Scientific Literacy, Classrooms
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Sampson, Victor; Clark, Douglas B. – Science Education, 2008
Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term argument in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term argumentation refers to the process of…
Descriptors: Persuasive Discourse, Science Education, Student Experience, Scientific and Technical Information
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