My current research interests center around the broad question of how argumentation can be used to improve the teaching and learning of science. In order to investigate this question, I must deal with the challenges and complexities of introducing and then studying change in classrooms. This work has raised four issues that have framed my research over the last few years and will continue to guide my scholarship in the future.
The first issue is a need to develop a better understanding of the factors that influence how students engage in argumentation, how students learn from such interactions, and the types of group interactions that need to be cultivated in order to promote student learning. A second issue is the need to develop better research methodologies to study how students engage in argumentation when given the opportunity and what they learn from this type of experience. The third issue, which is related to the first two, is the need to develop new instructional models that can be used to guide curricular development and the improvement of pedagogical approaches that can support and promote argumentation as part of the teaching and learning of science. Finally, if these instructional models (or any new pedagogical approach for that matter) is to be adopted and used inside the classroom, we need to learn more about how teachers’ knowledge and beliefs about science, learning, and teaching affect how they teach and how they attempt to implement this type of instruction.
Below is a list of journal articles, book chapters, and research presentations that I have written that are related to these four issues. I have included links in the references for papers that can be downloaded from this website.
Research
Refereed Journal Articles
Sampson, V., Grooms, J., & Walker, J. (in press). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. To appear in Science Education.
Sampson, V., Enderle, P., Grooms, J., & Benton, A. (in press). The development and initial validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) questionnaire. To appear in School Science and Mathematics.
Sampson, V. and Gerbino, F. (2010). Two instructional models that teachers can use to promote and support scientific argumentation in the biology classroom. The American Biology Teacher, 72(7), 427-431
Sampson, V. and Grooms, J. (2010). Promoting and supporting scientific argumentation in the classroom: The generate an argument instructional model. The Science Teacher, 77(5), 33-37.
Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., and Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and traditional verification laboratory instruction. Science Education, 94(4), 577-616.
Sampson, V. and Clark, D. (2009). A comparison of the collaborative scientific argumentation practices in two high and two low performing groups. Research in Science Education, online first.
Sampson, V., Grooms, J., & Walker, J. (2009). Argument-Driven Inquiry: A way to promote learning during laboratory activities. The Science Teacher, 76(7), p. 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.
Dial, K., Riddley, D. , Williams, K., & Sampson, V. (2009). Promoting understanding of the conservation of mass. The Science Teacher, 76(7), 54-57.
Sampson, V. and Grooms, J. (2009). Promoting and supporting scientific argumentation in the classroom: The evaluate alternatives instructional model. The Science Scope, 33(1), 67-73
Hall, C. and Sampson, V. (2009). Inquiry, argumentation, and the phases of the moon: Helping students learn important concepts and practices. The Science Scope, 32(7), 30-35.
Sampson, V. and Clark, D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484.
Dlugokienski, A. and Sampson, V. (2008). Learning to write and writing to learn in science: Refutational texts and analytical rubrics. The Science Scope, 32(3), 14-19.
Sampson, V. and Clark, D. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472.
Clark, D. and Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321.
Clark, D., Sampson, V., Weinberger, A, and Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374.
Sampson, V. and Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally-seeded discussions. The Science Scope, 30(6), 43-47.
Clark, D. and Sampson, V. (2006). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253-277.
Sampson, V. (2004). The science management observation protocol. The Science Teacher, 71(10), 30-33.
Refereed Book Chapters
Jeong, A., Clark, D., Sampson, V., & Mushin M. (in press). Assessing and comparing dialogical scientific argumentation across asynchronous online discussion environments with sequential analysis. To appear in S. Puntambekar, C. Hmelo-Silver, & G. Erkens (Eds.), Analyzing Interactions in CSCL: Methodology, approaches, and issues.
Clark, D. B., Sampson, V., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., and Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1 – 39). Hershey, PA: IGI Global.
Clark, D., Sampson, V., Weinberger, A., & Erkens, G., (2007). Evaluating the Quality of Dialogical Argumentation in CSCL: Moving Beyond an Analysis of Formal Structure. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.) Computer-Supported Collaborative Learning: Mice, Minds, and Society. Proceedings of the Seventh International Computer Supported Collaborative Learning (pp. 11-20). New Brunswick: ISLS.
Weinberger, A., Clark, D., Dillenbourg, P., Diziol, D., Sampson, V., Stegmann, K., Rummel, N., Hong, F., Spada, H., McLaren, B., Brahm, T., & Fischer, F. (2007). Orchestrating learning activities on the social and the cognitive level to foster CSCL. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.) Computer-Supported Collaborative Learning: Mice, Minds, and Society. Proceedings of the Seventh International Computer Supported Collaborative Learning Conference (pp 36-45). New Brunswick: ISLS.
Sampson, V. and Clark, D. (2006). Assessment of argument in science education: A critical review of the literature. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences - Making a Difference (pp. 655-661). Mahwah, NJ: Erlbaum.
Weinberger, A., Clark, D., Erkens, G., Sampson, V., Stegmann, K., Fischer, F., Janssen, J., Jaspers, J., and Kanselaar, G. (2006). Argumentative knowledge construction in CSCL. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences - Making a Difference (pp. 1094-1100). Mahwah, NJ: Erlbaum.
Clark, D. and Sampson, V. (2005). The quality of argumentation supported by personally-seeded discussions. In T. Koschmann, T. W. Chan, & D. Suthers (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 76-85). Mahwah, NJ: Lawrence Erlbaum Associates.
Paper Presentations at National or International Conferences
Gleim, L., Sampson, V., Hester, M., & Williams, K. (2010, March). How middle school students and high school students evaluate the arguments found within articles written for the popular press: A comparison study. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.
Walker, J., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. (2010, March). Argument-Driven Inquiry: An instructional model for use in undergraduate chemistry labs. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA. WalkerSampsonGroomsAndersonZimmerman-NARST2010.pdf
Sampson, V., Walker, J., Dial, K., & Swanson, J. (2010, March). Learning to write in undergraduate chemistry: The impact of Argument-Driven Inquiry. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA. SampsonWalkerDialSwanson-NARST2010.pdf
Enderle, P., Walker, J., Dorgan, C, & Sampson, V. (2010, March). Assessment of Argumentation: An Observation Protocol. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.
Hutner, T., Southerland, S., & Sampson, V. (2010, March). Teachers goals for education and the confluence of beliefs, the national reform documents, and accountability. Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA
Sampson, V. (2009, September). Argument-Driven Inquiry and the development of science proficiency in the laboratory. Paper presented at the 2009 Biannual International Meeting of the European Science Education Research Association, Istanbul, Turkey.
Blanchard, M.R., Southerland, S. A., Osborne, J. W., & Sampson, V. (2009, September). A Comparative Study of the Effectiveness of Inquiry vs. Deductive Laboratory Instruction in Middle and High School Science Classrooms. Paper presented at the 2009 Biannual International Meeting of the European Science Education Research Association, Istanbul, Turkey.
Sampson, V. (2009, April). Science teachers and scientific argumentation: Trends in practice and beliefs. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Garden Grove, CA. Sampson-NARST2009.pdf
Grooms, J., Sampson, V., and Gross, L. (2009, April). What makes a scientific argument persuasive? How middle and high school students’ view different types of arguments. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Garden Grove, CA. GroomsSampson&Gross-NARST2009.pdf
Hunter, T., Southerland, S. and Sampson, V. (2009, April). The Development and Validation of the Teachers’ Goals for Science Education Scale: Moving toward understanding teachers’ interpretation of policy. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Garden Grove, CA.
Sampson, V. and Clark, D. (2008, April). The effects of collaboration on argument quality and learning. Paper presented at the Annual International Conference of the American Educational Research Association (AERA). New York, NY. SampsonClark-AERA2008.pdf
Clark, D., Menekse, M., D'Angelo, C., & Sampson, V. (2008, April). Improving the quality of student argumentation through the initial structuring of online discussions. Paper presented at the Annual International Conference of the American Educational Research Association (AERA). New York, NY.
Sampson, V. and Grooms, J. (2008, April). Science as Argument-Driven Inquiry: The impact on students’ conceptions of NOS. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Baltimore, MD. SampsonGrooms-NARST2008.pdf
Sampson, V. and Clark, D. (2008, April). Differences in the ways more and less successful groups engage in argumentation: A case study. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Baltimore, MD. SampsonClark-NARST2008.pdf
Sampson, V. and Clark, D. (2006, April). The development and validation of the Nature of Science as Argument Questionnaire (NSAAQ). Paper presented at the Annual International Conference of the National Association of Research in Science Teaching (NARST). San Francisco, CA. SampsonClark-NARST2006.pdf
Clark, D. and Sampson, V. (2006, April). Characteristics of students’ argumentation practices when supported by online personally-seeded discussions. Paper presented as part of the symposium, International perspectives on argumentation research in science education: Achievements, current boundaries, and next steps (D. Clark and V. Sampson, organizers and chairs), at the Annual International Conference of the National Association of Research in Science Teaching (NARST). San Francisco, CA. ClarkSampson-NARST2006.pdf
Sampson, V. and Benton, A. (2006, January). Development and validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) questionnaire. Paper presented at the Annual Conference of the Association of Science Teacher Education (ASTE). Portland, OR. SampsonBenton-ASTE2006.pdf
Clark, D. and Sampson, V. (2005, June). The quality of argumentation supported by personally-seeded discussions. Paper presented at the 2005 International Conference of Computer Supported Collaborative Learning. Taipei, Taiwan. Clark&Sampson_CSCL2005.pdf
Clark, D. and Sampson, V. (2005, April). The conceptual quality of student argumentation in online discussions. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching (NARST). Dallas, TX.
Refereed Research Presentations and Symposia at International Events
Sampson, V. (2009, April). The impact of Argument-Driven Inquiry on three scientific practices. Presentation given as part of the symposium, Critique to Learn in Science (J. Shin organizer, M. Linn chair), at the Annual International Conference of the National Association of Research in Science Teaching (NARST). Garden Grove, CA. Sampson-NARST2009(2).pdf
Sampson, V. (2007, July). Analytic frameworks that focus on the nature of reasoning during argumentation in CSCL environments. Presentation given as part of the symposium, Evaluating the Quality of Dialogical Argumentation in CSCL: Moving beyond an Analysis of Formal Structure (D. Clark and V. Sampson, organizers and chairs), at the 2007 International Computer Supported Collaborative Learning (CSCL) Conference. New Brunswick, NJ.
Clark, D. and Sampson, V. (2007, July). Fostering productive argumentation in online environments: Strategies for grouping students in discussion forums. Presentation given as part of the symposium, Orchestrating learning activities on the social and the cognitive level to foster CSCL (A. Weinberger, organizer and chair), at the 2007 International Computer Supported Collaborative Learning (CSCL) Conference. New Brunswick, NJ.
Clark, D., Sampson, V., and Menekse, M. (April, 2007). Scaffolding students’ debates about the implications of simulations. Presentation given as part of the symposium, Using Technology-Mediated Visualizations to Support Chemistry Learning (R. Kozma, Discussant and M. Linn, Chair), at the Annual International Conference of the American Educational Research Association (AERA). Chicago, IL.
Clark, D. and Sampson, V. (2006, June). Evaluating argumentation in science education: New assessment tools. Presentation given as part of the symposium, Argumentative Knowledge Construction in CSCL, at the 7th International Conference of the Learning Sciences (ICLS). Bloomington, Indiana.
Clark, D. and Sampson, V. (2006, April). Promoting high quality dialogical argumentation in online environments: Optimizing scaffolding for students’ initial comments. Presentation given as part of the symposium, Using Computers and Online Environments to Support Argumentation (D. Clark and V. Sampson, organizers and chairs), at the Annual International Conference of the American Educational Research Association (AERA). San Francisco, CA.
Clark, D., Sampson, V., and Lemanowski, V. (2005, April). Discourse participation in thermodynamics: Technology Opening Diverse Opportunities for Science (TODOS). Presentation given at the Annual International Conference of the American Educational Research Association (AERA). Montreal, Canada.
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