2020
Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol
Kathryn N. Hosbein, Megan A. Lower, and Joi P. Walker
Journal of Chemical Education
Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory
Kathryn N. Hosbein, Rosa Alvarez-Bell, Kristine L. Callis-Duehl, Victor Sampson, Steven F. Wolf, and Joi P. Walker
Journal of Chemical Education
2019
Introductory physics laboratory practical exam development: Investigation design, explanation, and argument
Steven F. Wolf, Mark W. Sprague, Feng Li, Annalisa Smith-Joyner, and Joi P. Walker
2019 Physics Education Research Conference Proceedings
Investing in Laboratory Courses
R Sansom, JP Walker
Journal of Chemical Education
Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory
JP Walker, AG Van Duzor, MA Lower
Journal of Chemical Education
2017
Getting the Argument Started: A Variation on the Density Investigation
JP Walker, SF Wolf
Journal of Chemical Education
Previous Argument-Driven Inquiry Publications
2016
Using the laboratory to engage all students in science practices
J. P. Walker, V. Sampson , S. Southerland and P. J. Enderle
Chemistry Education Research and Practice
2013
Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision
Joi Phelps Walker and Victor Sampson
Journal of Chemical Education
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 During a Laboratory Course
Joi Phelps Walker and Victor Sampson
Journal of Research in Science Teaching
2012
Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry
Victor Sampson and Joi Walker
International Journal of Science Education
Argument-Driven Inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes toward science
Joi Phelps Walker, Victor Sampson, Jonathon Grooms, Brittany Anderson, Carol O. Zimmerman
Journal of College Science Teaching
2011
The Development and Validation of the Assessment of Scientific Argumentation in the Classroom (ASAC) Observation Protocol: A Tool for Evaluating How Students Participate in Scientific Argumentation
Victor Sampson, Patrick J. Enderle, and Joi Phelps Walker
Perspectives on Scientific Argumentation
A Performance-Based Assessment for Limiting Reactants
Joi Phelps Walker, Victor Sampson, Carol O. Zimmerman, and Jonathon A. Grooms
Journal of Chemical Education
Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs
Joi Phelps Walker, Victor Sampson, and Carol O. Zimmerman
Journal of Chemical Education
2010
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study
Victor Sampson, Jonathon Grooms, and Joi Phelps Walker
Science Education
2009
Argument-Driven INQUIRY
Sampson, Victor; Grooms, Jonathon, and Walker, Joi.
The Science Teacher