| Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study V Sampson, J Grooms, JP Walker Science Education 95 (2), 217-257, 2011 | 662 | 2011 |
| 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 V Sampson, P Enderle, J Grooms, S Witte Science Education 97 (5), 643-670, 2013 | 236 | 2013 |
| Argument-driven inquiry V Sampson, J Grooms, J Walker The Science Teacher 76 (8), 42, 2009 | 138 | 2009 |
| Argument-driven inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes toward science JP Walker, V Sampson, J Grooms, B Anderson, CO Zimmerman Journal of college science teaching 41 (4), 74-81, 2012 | 136 | 2012 |
| Argumentation in science education V Sampson, P Enderle, J Grooms The Science Teacher 80 (5), 30, 2013 | 101 | 2013 |
| Coordinating scientific argumentation and the Next Generation Science Standards through argument driven inquiry. J Grooms, P Enderle, V Sampson Science Educator 24 (1), 45-50, 2015 | 83 | 2015 |
| Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues J Grooms, V Sampson, B Golden International Journal of Science Education 36 (9), 1412-1433, 2014 | 80 | 2014 |
| How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation J Grooms, V Sampson, P Enderle Journal of Research in Science Teaching 55 (9), 1264-1286, 2018 | 75 | 2018 |
| Development and initial validation of the beliefs about reformed science teaching and learning (BARSTL) questionnaire V Sampson, P Enderle, J Grooms School science and mathematics 113 (1), 3-15, 2013 | 52 | 2013 |
| Generate an argument: An instructional model V Sampson, J Grooms The Science Teacher 77 (5), 32, 2010 | 44 | 2010 |
| Promoting and supporting scientific argumentation in the classroom: The evaluate-alternatives instructional model V Sampson, J Grooms Science Scope 33 (1), 66, 2009 | 35 | 2009 |
| Argument-driven inquiry: An instructional model for use in undergraduate chemistry labs J Walker, V Sampson, J Grooms, B Anderson, C Zimmerman Annual International Conference of the National Association of Research in …, 2010 | 28 | 2010 |
| Using laboratory activities that emphasize argumentation and argument to help high school students learn how to engage in scientific inquiry and understand the nature of … V Sampson, P Enderle, J Grooms, SA Southerland Annual International Conference of the National Association for Research in …, 2012 | 25 | 2012 |
| Argument-driven inquiry in chemistry: Lab investigations for grades 9-12 V Sampson, P Carafano, P Enderle, S Fannin, J Grooms, SA Southerland, ... NSTA Press, National Science Teachers Association, 2015 | 23 | 2015 |
| A comparison of argument quality and students’ conceptions of data and evidence for undergraduates experiencing two types of laboratory instruction J Grooms Journal of Chemical Education 97 (8), 2057-2064, 2020 | 22 | 2020 |
| A performance-based assessment for limiting reactants JP Walker, V Sampson, CO Zimmerman, JA Grooms Journal of Chemical Education 88 (9), 1243-1246, 2011 | 18 | 2011 |
| Argument-driven inquiry in physical science: Lab investigations for grades 6-8 J Grooms, PJ Enderle, T Hutner, A Murphy, V Sampson NSTA Press, 2016 | 17 | 2016 |
| Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues JA Grooms The Florida State University, 2011 | 17 | 2011 |
| Promoting equitable biology lab instruction by engaging all students in a broad range of science practices: An exploratory study AM Strimaitis, SA Southerland, V Sampson, P Enderle, J Grooms School Science and Mathematics 117 (3-4), 92-103, 2017 | 16 | 2017 |
| Exploring the context of change: Understanding the kinetics of a studio physics implementation effort PJ Enderle, SA Southerland, JA Grooms Physical Review Special Topics-Physics Education Research 9 (1), 010114, 2013 | 15 | 2013 |
Patrick J. EnderleAssociate Professor of Science Education, Georgia State UniversityVerified email at gsu.edu
