Patrick J. Enderle
Patrick J. Enderle
Assistant Professor of Science Education, Georgia State University
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Cited by
Cited by
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
Electroporation of Freshly Plated Escherichia coli and Pseudomonas aeruginosa Cells
PJ Enderle, MA Farwell
BioTechniques 25 (6), 954-958, 1998
Argument-driven inquiry
V Sampson, J Grooms, J Walker
The Science Teacher 76 (8), 42, 2009
Examining the influence of RETs on science teacher beliefs and practice
P Enderle, M Dentzau, K Roseler, S Southerland, E Granger, R Hughes, ...
Science Education 98 (6), 1077-1108, 2014
Science teachers’ pedagogical discontentment: Its sources and potential for change
SA Southerland, S Sowell, P Enderle
Journal of Science Teacher Education 22 (5), 437-457, 2011
Argumentation in science education
V Sampson, P Enderle, J Grooms
The Science Teacher 80 (5), 30, 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
Do students know what they know? Exploring the accuracy of students’ self-assessments
BA Lindsey, ML Nagel
Physical Review Special Topics-Physics Education Research 11 (2), 020103, 2015
The development and validation of the assessment of scientific argumentation in the classroom (ASAC) observation protocol: A tool for evaluating how students participate in …
V Sampson, PJ Enderle, JP Walker
Perspectives on scientific argumentation, 235-264, 2012
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
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
Using the laboratory to engage all students in science practices
JP Walker, V Sampson, S Southerland, PJ Enderle
Chemistry Education Research and Practice 17 (4), 1098-1113, 2016
Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class
K Miller, S Zyto, D Karger, J Yoo, E Mazur
Physical Review Physics Education Research 12 (2), 020143, 2016
Argument-driven inquiry in biology: Lab investigations for grades 9-12
V Sampson
NSTA Press, 2014
Essential aspects of science teacher professional development: Making research participation instructionally effective
SA Southerland, EM Granger, R Hughes, P Enderle, F Ke, K Roseler, ...
AERA open 2 (4), 2332858416674200, 2016
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 Nat. In The Annual International …, 2012
The human mitochondrial translation initiation factor 2 gene (MTIF2): transcriptional analysis and identification of a pseudogene
RG Overman Jr, PJ Enderle, JM Farrow III, JE Wiley, MA Farwell
Biochimica et Biophysica Acta (BBA)-Gene Structure and Expression 1628 (3 …, 2003
The bounded nature of science: An effective tool in an equitable approach to the teaching of science
SA Southerland, B Golden, P Enderle
Advances in nature of science research, 75-96, 2012
Argument-driven inquiry in chemistry: Lab investigations for grades 9-12
V Sampson
National Science Teachers Association, 2014
Assessment of scientific argumentation in the classroom: An observation protocol
P Enderle, JP Walker, C Dorgan, V Sampson
Annual International Conference for the National Association for Research in …, 2010
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