Victor Sampson
Datos Biográficos
| ID | 5564628 |
|---|---|
| NOMBRE | Victor Sampson |
| NOMBRES | Victor |
| APELLIDO | Sampson |
| FIRMA | SAMPSON V |
| AFILIACIONES | The University of Texas at Austin |
| ORCID | 0000-0002-2152-313X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
“Okay We’re Doing My Idea”
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who is leading the classroom community’s intellectual work, from the teacher to the students. When students are positioned with …
An examination of student epistemic agency
How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
We examine how a unique professional learning experience for teachers, which consists of an opportunity to (a) co-design a new instructional model intended to give students opportunities to participate in scientific argumentation, (b) develop instructional materials based on the new model, and then (c) use the materials inside their classrooms, is related to changes in teacher beliefs and teaching practices over time. These cases suggest particip…
An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
Calls for engineering integration in pre-collegiate science courses are being made across the globe. The success of such efforts depends heavily on science teachers changing their instructional practices to include engineering. We conjecture when a science teacher chooses to make instructional change, including a change to integrate engineering practices and core ideas into science, the change helps them satisfy one or more of their goals. The pu…
A case study of science teachers' goal conflicts arising when integrating engineering into science classes
The Framework for K‐12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th‐grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching four STEM design challenges (SDC). This study focuses on understanding the goal conflicts arising from…
Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
"A good day to see a bobcat"
This paper presents findings from a qualitative analysis of electronic journal entries created by elementary school students during field trips to a nature center. The field trips were part of the Habitat Tracker project (http://tracker.cci.fsu.edu/) designed to help elementary students learn about scientific practices. The Habitat Tracker team developed a mobile app and accompanying Web site integrated with a standards-based science curriculum. …
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
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 performance task that required small groups of students to explain a discrepant event and then genera…
Assessment of the ways students generate arguments in science education
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 constructing these artifacts. The intent of this review is to provide an overview of several analyt…
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Assessment of the ways students generate arguments in science education
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 constructing these artifacts. The intent of this review is to provide an overview of several analyt…
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
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 performance task that required small groups of students to explain a discrepant event and then genera…
"A good day to see a bobcat"
This paper presents findings from a qualitative analysis of electronic journal entries created by elementary school students during field trips to a nature center. The field trips were part of the Habitat Tracker project (http://tracker.cci.fsu.edu/) designed to help elementary students learn about scientific practices. The Habitat Tracker team developed a mobile app and accompanying Web site integrated with a standards-based science curriculum. …
Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
We examine how a unique professional learning experience for teachers, which consists of an opportunity to (a) co-design a new instructional model intended to give students opportunities to participate in scientific argumentation, (b) develop instructional materials based on the new model, and then (c) use the materials inside their classrooms, is related to changes in teacher beliefs and teaching practices over time. These cases suggest particip…
An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
Calls for engineering integration in pre-collegiate science courses are being made across the globe. The success of such efforts depends heavily on science teachers changing their instructional practices to include engineering. We conjecture when a science teacher chooses to make instructional change, including a change to integrate engineering practices and core ideas into science, the change helps them satisfy one or more of their goals. The pu…
A case study of science teachers' goal conflicts arising when integrating engineering into science classes
The Framework for K‐12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th‐grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching four STEM design challenges (SDC). This study focuses on understanding the goal conflicts arising from…
An examination of student epistemic agency
“Okay We’re Doing My Idea”
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who is leading the classroom community’s intellectual work, from the teacher to the students. When students are positioned with …
Mathematics education (9 obras) · Psychology (9 obras) · Educational Strategies and Epistemologies (6 obras) · Pedagogy (6 obras) · Science Education and Pedagogy (6 obras) · Computer Science (5 obras) · Science education (5 obras) · Sociology (5 obras) · Argumentation theory (4 obras) · Engineering (4 obras)