Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project include fully developed ADI instructional materials, and published reports.
Book
Enderle, P.J., Bickel, R., Gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampston, V., and Southerland, S.A. (2015). Argument Driven Inquiry in Life Science: Lab Investigations for Grades 6-8. NSTA Press.
Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, S., and Wilson, K. (2014). Argument Driven Inquiry in Biology: Lab Investigations for Grades 9-12. NSTA Press.
Book chapter
Sampson, V., Enderle, P. and Walker J. (2011). The Development and Validation of the Assessment of Scientific Argumentation in the Classroom (ASAC) Observation Protocol: A Tool for Evaluation how Students Participate in Scientific Argumentation. In M. Kilne (Ed.), Perspectives in Scientific Argumentation: Theory, Practice, and Research (pp. 235-264). New York: Springer.
Journal article, monograph, or newsletter
Enderle, P., Grooms, J., Campbell, H., and Bickel, R. (2013). Cross-Disciplinary Writing: Scientific Argumentation, the Common Core, and the ADI Model. Science Scope, 37 (1): 16-22.
Grooms, J., Enderle, P., and Sampson, V. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry. Science Educator, 24 (1): 45-50.
Sampson, V., Enderle, P., Grooms, J., and Witte, S. (2013). Writing to Learn and Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Skills as They Learn About Important Content. Science Education, 97 (5): 643-670.
Sampson, V., Grooms, J., and Enderle, P. (2013). Argumentation in Science and Science Education. The Science Teacher, 80 (5): 30-33.
Strimaitis, A. M., Southerland, S. A., Sampson, V., Enderle, P. and Grooms, J. (2017). Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics, 117 (3): 92-103.
Project website:
Supplemental information
Co-Principal Investigators: Sherry Southerland; Donna Ellen Granger
To assess the promise of the intervention, data from a new set of seven teachers and their students will be collected beginning in Year 2. Students will complete science proficiency assessments at the beginning and end of the school year while business-as-usual instructional practices are being implemented. These same seven teachers will then implement the ADI instructional model and materials into their classrooms during Year 3 of the project. Pre-intervention assessments of science proficiency will be collected the beginning of the year and samples of student work and post-intervention assessments of science proficiency will be administered at the end of school year.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.