William Sandoval

Exploring science teachers' efforts to frame phenomena in the community

Clark, H. F., Gyles, S. A., Tieu, D., Venkatesh, S., & Sandoval, W. A. (2024, April 20). JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 4.

Using Argument to Reason AboutScience Practice

Science and Children, 60(7), 54–57.

Epistemic cognition

Do adolescents want more autonomy? Testing gender differences in autonomy across STEM

Journal of Adolescence, 92(1), 237–246.

Equity-oriented science professional development

In A. Francois & K. H. Quartz (Eds.), Preparing and sustaining social justice educators (pp. 105–124). Cambridge, MA: Harvard Education Press.

Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators

(E. A. Davis & A. Stephens, Eds.).

Can autonomy play a role in causal reasoning?

Cognitive Development, 54, 100849.

Characterizing Science Classroom Discourse Across Scales

Research in Science Education, 51(1), 35–49.

Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Journal of Science Teacher Education, 31(4), 384–400.

Teachers’ uptake of problematic assumptions of climate change in the NGSS

Environmental Education Research, 26(8), 1177–1192.

Teaching and Learning by Questioning

Organising a culture of argumentation in elementary science

International Journal of Science Education, 41(13), 1848–1869.

The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching

Journal of Science Teacher Education, 30(8), 906–922.

Epistemic Cognition and Epistemic Development

Patterns of classroom talk through participation in discourse-focused teacher professional development

In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count. Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 2, pp. 760–767). London: ISLS.

Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues

Science & Education, 26(3-4), 247–269.

Design-based research in education. Commissioned white paper for the Committee on Designing Citizen Science to Support Science Learning

National Academies of Science, Engineering, and Medicine. Board on Science Education.

How do practices differ from inquiry in the science classroom

Curriculum, Teaching Material and Method, 37(12), 110–115.

Linking practice to purpose in teacher professional development

Proceedings of the Korean Association for Science Education 71st General Meeting and International Conference, 45–52. Seoul, Korea: KASE.

Situating practices of epistemic cognition

An introduction to epistemic cognition

In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 1–15). New York: Routledge.

Disciplinary insights into the study of epistemic cognition

In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 184–194). New York: Routledge.

Handbook of Epistemic Cognition

Reflections and future directions

In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 495–510). New York: Routledge.

Resolving disagreements in evaluating epistemic and disciplinary claims in middle school science

In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the Transforming learning, empowering learners: The international conference of the learning sciences (ICLS) 2016 (Vol. 2, pp. 835–838). Singapore: ISLS.

Secondary teachers’ emergent understanding of teaching science practices

In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the Transforming learning, empowering learners: The international conference of the learning sciences (ICLS) 2016 (Vol. 2, pp. 737–744). Singapore: ISLS.

Understanding and Promoting Thinking About Knowledge

Review of Research in Education, 40(1), 457–496.

Epistemic Goals

(R. Gunstone, Ed.).

The Contextual Nature of Scientists’ Views of Theories, Experimentation, and Their Coordination

Science & Education, 24(9-10), 1079–1102.

The influence of group dynamics on collaborative scientific argumentation

Eurasia Journal of Mathematics, Science and Technology Education, 11, 335–351.

Developing children's early competencies to engage with science

Educational Psychologist, 49, 139–152.

Epistemologies, teacher and student

In D. C. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy (Vol. 1, pp. 284–286). Thousand Oaks, CA.

Orchestrating students’ agency in scientific inquiry: A classroom interaction analysis

Curriculum, Teaching Material and Method, 34, 48–54.

Science education's need for a theory of epistemological development

Science Education, 98, 383–387.

The influence of non-epistemic features of settings on epistemic cognition

Canadian Journal of Science, Mathematics and Technology Education, 14, 207–221.

Conjecture mapping: An approach to systematic educational design research

Journal of the Learning Sciences, 23, 18–36.

Educational design research in the 21st century

In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 388–396). http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000327384500038&KeyUID=WOS:000327384500038

High school students’epistemic engagement in producing documentaries about public science concerns

In J. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 2, pp. 311–315). Sydney: ISLS.

Improvements to Elementary Children's Epistemic Understanding From Sustained Argumentation

Science Education, 96(3), 488–526.

Incorporating service-learning in traditionally lecture-based environmental engineering courses through researching bacterial contamination at a local beach

Global Journal of Engineering Education, 14, 155–162.

Situating epistemological development

In J. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 1, pp. 347–354). Sydney.

Elementary Children's Judgments of the Epistemic Status of Sources of Justification

Science Education, 95(3), 383–408.

Listen to each other: How the building of norms in an elementary science classroom fosters participation and argumentation

In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Proceedings of the 2010 Intl. Conference of the Learning Sciences (pp. 1103–1110). Chicago, IL: ISLS.

Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry

Journal of Science Education and Technology, 20(1), 95–109.

Editors' Note

Journal of the Learning Sciences, 18(3), 323–326.

In Defense of Clarity in the Study of Personal Epistemology

Journal of the Learning Sciences, 18(1), 150–161.

The preparation of aspiring educational researchers in the empirical qualitative and quantitative traditions: methodological rigor, social and theoretical relevance, and more

Chicago: Spencer Foundation.

Design principles for effective laboratory instruction

In D. W. Sunal, E. L. Wright, & C. Sundberg (Eds.), The impact of the laboratory and technology on learning and teaching science K-16 (pp. 35–56). Charlotte, NC: Information Age.

Exploring Children’s Understanding of the Purpose and Value of Inquiry

Education for thinking

Science Education, 91(3), 515–518.

What Can Argumentation Tell Us About Epistemology?

The Special Case of Scientific Data Sharing with Education

Proceedings of the American Society for Information Science and Technology, 43(1), 1–13.

America's Lab Report: Investigations in High School Science

(S. R. Singer, M. L. HIlton, & H. A. Schweingruber, Eds.).

The quality of students' use of evidence in written scientific explanations

Cognition and Instruction, 23(1), 23–55.

Understanding students' practical epistemologies and their influence on learning through inquiry

Science Education, 89(4), 634–656.

Design-based research methods for studying learning in context: Introduction

Educational Psychologist, 39(4), 199–201.

Developing learning theory by refining conjectures embodied in educational designs

Educational Psychologist, 39(4), 213–223.

Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry

Science Education, 88(3), 345–372.

Mapping Trade-Offs in Teachers' Integration of Technology-Supported Inquiry in High School Science Classes

Journal of Science Education and Technology, 13(2), 161–178.

Proceedings of the 6th International Conference of the Learning Sciences, ICLS2004

Mahwah, NJ: Lawrence Erlbaum Assoc.

Conceptual and epistemic aspects of students' scientific explanations

Journal of the Learning Sciences, 12(1), 5–51.

Design-Based Research: An Emerging Paradigm for Educational Inquiry

Educational Researcher, 32(1), 5–8.

High school students' ideas about theories and theory change after a biological inquiry unit

Journal of Research in Science Teaching, 40(4), 369–392.

The inquiry paradox: why doing science doesn't necessarily change ideas about science

In C. P. Constantinou & Z. C. Zacharia (Eds.), Proceedings of the Sixth Intl. Computer-Based Learning in Science Conference 2003 (pp. 825–834).

BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms

In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263–305). Mahwah, NJ: Lawrence Erlbaum.

Book Review: Designing New Literacies, Designing New Learners: Are They the Same?: Changing Minds: Computers, Learning, and Literacy

[Review of Changing Minds: Computers, Learning, and Literacy, by A. A. diSessa]. Journal of Educational Computing Research, 25(2), 197–203.

Combining general and domain-specific strategic support for biological inquiry

In C. Frasson, G. Gauthier, & A. Lesgold (Eds.), Intelligent Tutoring Systems (pp. 288–296).

Supporting collaborative guided inquiry in a learning environment for biology

Presented at the The first international conference.

The effects of self-explanation on studying examples and solving problems

In J. D. Moore & J. F. Lehman (Eds.), Proceedings of 17th Annual Conference of the Cognitive Science Society (pp. 253–258). Pittsburgh, PA: Erlbaum.