William Sandoval

Clark, H. F., Gyles, S. A., Tieu, D., Venkatesh, S., & Sandoval, W. A. (2024, April 20). Exploring science teachers' efforts to frame phenomena in the community. JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 4. https://doi.org/10.1002/tea.21945

Sandoval, W. A. (2023). Epistemic cognition. https://doi.org/10.1016/b978-0-12-818630-5.14019-9

Sandoval, W., Kovach, J., Perez, L., Kim-John, L., & Kawasaki, J. (2023). Using Argument to Reason AboutScience Practice. Science and Children, 60(7), 54–57. https://doi.org/10.1080/00368148.2023.12315939

Davis, E. A., Carlone, H., Charara, J., Clements, D., Mcmillan Culp, K., Domînguez, X., … Zembal-Saul, C. (2022). Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators (E. A. Davis & A. Stephens, Eds.). https://doi.org/10.17226/26215

Modrek, A. S., Hass, R., Kwako, A., & Sandoval, W. A. (2021). Do adolescents want more autonomy? Testing gender differences in autonomy across STEM. Journal of Adolescence, 92(1), 237–246. https://doi.org/10.1016/j.adolescence.2021.09.003

Kim-John, L., Sandoval, W. A., Kawasaki, J., Perez, L., Kovach, J., & Clark, H. F. (2021). 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.

Modrek, A. S., & Sandoval, W. A. (2020). Can autonomy play a role in causal reasoning? Cognitive Development, 54, 100849. https://doi.org/10.1016/j.cogdev.2020.100849

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing Science Classroom Discourse Across Scales. Research in Science Education, 51(1), 35–49. https://doi.org/10.1007/s11165-020-09953-7

Kawasaki, J., & Sandoval, W. A. (2020). 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. https://doi.org/10.1080/1046560X.2019.1709726

Clark, H. F., Sandoval, W. A., & Kawasaki, J. N. (2020). Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research, 26(8), 1177–1192. https://doi.org/10.1080/13504622.2020.1748175

Kuhn, D., Modrek, A. S., & Sandoval, W. A. (2020). Teaching and Learning by Questioning. https://doi.org/10.1017/9781108553803.012

Sandoval, W. A., Enyedy, N., Redman, E. H., & Xiao, S. (2019). Organising a culture of argumentation in elementary science. International Journal of Science Education, 41(13), 1848–1869. https://doi.org/10.1080/09500693.2019.1641856

Kawasaki, J., & Sandoval, W. A. (2019). The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching. Journal of Science Teacher Education, 30(8), 906–922. https://doi.org/10.1080/1046560X.2019.1657765

Chinn, C., & Sandoval, W. (2018). Epistemic Cognition and Epistemic Development. https://doi.org/10.4324/9781315617572-3

Sandoval, W. A., Kwako, A. J., Modrek, A., & Kawasaki, J. (2018). 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.

Xiao, S., & Sandoval, W. A. (2017). Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues. Science & Education, 26(3-4), 247–269. https://doi.org/10.1007/s11191-017-9888-0

Sandoval, W. A. (2017). 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.

Xiao, S., & Sandoval, W. A. (2017). How do practices differ from inquiry in the science classroom. Curriculum, Teaching Material and Method, 37(12), 110–115.

Sandoval, W. A. (2017). 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.

Sandoval, W. A. (2017). Situating practices of epistemic cognition. https://doi.org/10.4324/9781315467139-30

Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). 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.

Sandoval, W. A. (2016). 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.

Greene, J. A., Sandoval, W. A., & Bråten, I. (Eds.). (2016). Handbook of Epistemic Cognition. https://doi.org/10.4324/9781315795225

Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). Reflections and future directions. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 495–510). New York: Routledge.

Xiao, S., & Sandoval, W. A. (2016). 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.

Sandoval, W. A., Kawasaki, J., Cournoyer, N., & Rodriguez, L. (2016). 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.

Sandoval, W. A., Greene, J. A., & Bråten, I. (2016). Understanding and Promoting Thinking About Knowledge. Review of Research in Education, 40(1), 457–496. https://doi.org/10.3102/0091732x16669319

Sandoval, W. A. (2015). Epistemic Goals (R. Gunstone, Ed.). https://doi.org/10.1007/978-94-007-2150-0_245

Sandoval, W. A., & Redman, E. H. (2015). The Contextual Nature of Scientists’ Views of Theories, Experimentation, and Their Coordination. Science & Education, 24(9-10), 1079–1102. https://doi.org/10.1007/s11191-015-9787-1

Ryu, S., & Sandoval, W. A. (2015). The influence of group dynamics on collaborative scientific argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 11, 335–351.

Sandoval, W. A. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23, 18–36. https://doi.org/10.1080/10508406.2013.778204

Sandoval, W. A., Sodian, B., Koerber, S., & Wong, J. (2014). Developing children's early competencies to engage with science. Educational Psychologist, 49, 139–152. https://doi.org/10.1080/00461520.2014.917589

Sandoval, W. A. (2014). Epistemologies, teacher and student. In D. C. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy (Vol. 1, pp. 284–286). Thousand Oaks, CA.

Xiao, S., & Sandoval, W. (2014). Orchestrating students’ agency in scientific inquiry: A classroom interaction analysis. Curriculum, Teaching Material and Method, 34, 48–54.

Sandoval, W. A. (2014). Science education's need for a theory of epistemological development. Science Education, 98, 383–387. https://doi.org/10.1002/sce.21107

Kawasaki, J., DeLiema, D., & Sandoval, W. A. (2014). The influence of non-epistemic features of settings on epistemic cognition. Canadian Journal of Science, Mathematics and Technology Education, 14, 207–221. https://doi.org/10.1080/14926156.2014.903319

Sandoval, W. A. (2013). 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). Retrieved from http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000327384500038&KeyUID=WOS:000327384500038

DeLiema, D., Kawasaki, J., & Sandoval, W. A. (2012). 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.

Ryu, S., & Sandoval, W. A. (2012). Improvements to Elementary Children's Epistemic Understanding From Sustained Argumentation. Science Education, 96(3), 488–526. https://doi.org/10.1002/sce.21006

Mika, K., Lin, T. Y., Ferreira, M., Lacson, J., Lee, C. M., Lin, C., … Jay, J. A. (2012). 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.

Sandoval, W. A. (2012). 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.

Sandoval, W. A., & Cam, A. (2011). Elementary Children's Judgments of the Epistemic Status of Sources of Justification. Science Education, 95(3), 383–408. https://doi.org/10.1002/sce.20426

Sandoval, W. A., & Harven, A. M. (2011). Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry. Journal of Science Education and Technology, 20(1), 95–109. https://doi.org/10.1007/s10956-010-9237-4

Ryu, S., & Sandoval, W. A. (2010). 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.

Puntambekar, S., & Sandoval, W. (2009). Editors' Note. Journal of the Learning Sciences, 18(3), 323–326. https://doi.org/10.1080/10508400903053492

Sandoval, W. A. (2009). In Defense of Clarity in the Study of Personal Epistemology. Journal of the Learning Sciences, 18(1), 150–161. https://doi.org/10.1080/10508400802581700

Sandoval, W. (2009). The preparation of aspiring educational researchers in the empirical qualitative and quantitative traditions: methodological rigor, social and theoretical relevance, and more. Chicago: Spencer Foundation.

Sandoval, W. A. (2008). 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.

Sandoval, W. A. (2008). Exploring Children’s Understanding of the Purpose and Value of Inquiry. https://doi.org/10.1163/9789460911453_013

Sandoval, W. A. (2007). Education for thinking. Science Education, 91(3), 515–518. https://doi.org/10.1002/sce.20210

Sandoval, W. A., & Millwood, K. A. (2007). What Can Argumentation Tell Us About Epistemology? https://doi.org/10.1007/978-1-4020-6670-2_4

Wallis, J. C., Milojevic, S., Borgman, C. L., & Sandoval, W. A. (2006). The Special Case of Scientific Data Sharing with Education. Proceedings of the American Society for Information Science and Technology, 43(1), 1–13. https://doi.org/10.1002/meet.14504301169

Singer, S. R., Dyasi, H. M., Eisenkraft, A., Hines, P. J., Lach, M., Licata, D. P., … Kasper, M. A. (2005). America's Lab Report: Investigations in High School Science (S. R. Singer, M. L. HIlton, & H. A. Schweingruber, Eds.). https://doi.org/10.17226/11311

Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23–55. https://doi.org/10.1207/s1532690xci2301_2

Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. https://doi.org/10.1002/sce.20065

Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199–201. https://doi.org/10.1207/s15326985ep3904_1

Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213–223. https://doi.org/10.1207/s15326985ep3904_3

Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. https://doi.org/10.1002/sce.10130

Sandoval, W. A., & Daniszewski, K. (2004). 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. https://doi.org/10.1023/b:jost.0000031256.45142.e5

Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.). (2004). Proceedings of the 6th International Conference of the Learning Sciences, ICLS2004. Mahwah, NJ: Lawrence Erlbaum Assoc.

Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1), 5–51. https://doi.org/10.1207/S15327809JLS1201_2

Design-Based Research: An Emerging Paradigm for Educational Inquiry. (2003). Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189x032001005

Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369–392. https://doi.org/10.1002/tea.10081

Sandoval, W. A. (2003). 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).

Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). 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.

Sandoval, W. A. (2001). 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. https://doi.org/10.2190/pt46-pppk-1brh-uxx6

Tabak, I., Smith, B. K., Sandoval, W. A., & Reiser, B. J. (1996). Combining general and domain-specific strategic support for biological inquiry. In C. Frasson, G. Gauthier, & A. Lesgold (Eds.), Intelligent Tutoring Systems (pp. 288–296). https://doi.org/10.1007/3-540-61327-7_126

Tabak, I., Sandoval, W. A., Smith, B. K., Agganis, A., Baumgartner, E., & Reiser, B. J. (1995). Supporting collaborative guided inquiry in a learning environment for biology. Presented at the The first international conference. https://doi.org/10.3115/222020.222830

Sandoval, W. A., Trafton, J. G., & Reiser, B. J. (1995). 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.