Presentation Title: Argument-Driven Inquiry: Promoting Science Proficiency by Transforming Lab Activities

Abstract: This session is an introduction to a new approach to lab instruction called Argument-Driven Inquiry (ADI). ADI is an innovative instructional model that is based on current research about how people learn science and is designed to foster the development of science proficiency. This instructional approach gives students an opportunity to learn how to read, write and speak in the context of science. In this session, participants will learn about the stages of the ADI instructional model, how it was designed to address the shortcomings of current laboratory experiences, and how it is aligned with the best practices for teaching science as well as learn about ways to support students during each stage of the approach.

Biography: Victor Sampson is an associate professor of STEM education and the director of the Center for STEM Education at UT-Austin. He specializes in argumentation in science education, teacher learning and assessment. Dr. Sampson’s research examines how students engage in argumentation in the context of science and ways to make the interactions that place between students, materials and ideas during an episode of argumentation more productive in terms of learning. His current work focuses on the ways students support, evaluate and revise ideas through discussion and writing in the context of science, group and individual meaning making during episodes of argumentation, the development of innovative instructional materials and strategies that emphasize argumentation as part of the teaching and learning of science, and how teachers’ knowledge and beliefs about science, learning and science teaching affect how they attempt to promote and support argumentation inside the classroom. He has published numerous articles, book chapters and books related to these issues. He has received several awards for his scholarship including the 2008 National Association for Research in Science Teaching Outstanding Dissertation award and the 2012 National Association for Research in Science Teaching Early Career award.