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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.217-257

2011

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Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues

International journal of science education, 2014-06, Vol.36 (9), p.1412-1433

2014

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A Comparison of Argument Quality and Students’ Conceptions of Data and Evidence for Undergraduates Experiencing Two Types of Laboratory Instruction

Journal of chemical education, 2020-08, Vol.97 (8), p.2057-2064

Grooms, Jonathon

2020

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Argument-Driven Inquiry in Fifth-Grade Science: Three-Dimensional Investigations

NSTA Press, 2021

2021

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How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation

Journal of research in science teaching, 2018-11, Vol.55 (9), p.1264-1286

2018

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A Performance-Based Assessment for Limiting Reactants

Journal of chemical education, 2011-09, Vol.88 (9), p.1243-1246

2011

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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

Science education (Salem, Mass.), 2013-09, Vol.97 (5), p.643-670

2013

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How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers' beliefs and practices

International journal of science education, 2022-09, Vol.44 (14), p.1-27

2022

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Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

Journal of chemical education, 2021-07, Vol.98 (7), p.2167-2175

2021

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Development and Initial Validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) Questionnaire

School science and mathematics, 2013-01, Vol.113 (1), p.3-15

2013

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Exploring the Context of Change: Understanding the Kinetics of a Studio Physics Implementation Effort

Physical review special topics. Physics education research, 2013-04, Vol.9 (1), p.010114, Article 010114

2013

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Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study

School science and mathematics, 2017-03, Vol.117 (3-4), p.92-103

2017

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Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8

NSTA Press, 2016

2016

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Generate an Argument: An Instructional Model

The Science teacher (National Science Teachers Association), 2010-07, Vol.77 (5), p.32

2010

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GENERATE AN ARGUMENT An Instructional Model: Promoting and supporting scientific argumentation outside the lab

The Science teacher (National Science Teachers Association), 2010-06, Vol.77 (5), p.32-37

2010

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Argumentation in Science Education

The Science teacher (National Science Teachers Association), 2013-07, Vol.80 (5), p.30

2013

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ARGUMENTATION IN SCIENCE EDUCATION: HELPING STUDENTS UNDERSTAND THE NATURE OF SCIENTIFIC ARGUMENTATION SO THEY CAN MEET THE NEW SCIENCE STANDARDS

The Science teacher (National Science Teachers Association), 2013-06, Vol.80 (5), p.30-33

2013

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Promoting and supporting scientific argumentation in the classroom: The evaluate-alternatives instructional model

Science scope (Washington, D.C.), 2009-09, Vol.33 (1), p.66-73

2009

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CROSS-DISCIPLINARY WRITING: SCIENTIFIC ARGUMENTATION, THE COMMON CORE, AND THE ADI MODEL

Science scope (Washington, D.C.), 2013-09, Vol.37 (1), p.16-22

2013

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CROSS-DISCIPLINARY WRTING: SCIENTIFIC ARGUMENTATION, THE COMMON CORE, AND THE ADI MODEL

Science scope (Washington, D.C.), 2013-09, Vol.37 (1), p.16

2013

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GENERATING ARGUMENTS ABOUT CLIMATE CHANGE

Science scope (Washington, D.C.), 2012-03, Vol.35 (7), p.26-34

2012

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Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media

Journal of college science teaching, 2014-05, Vol.43 (5), p.55-68

2014

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How Does Content Knowledge Predict Ability to Engage in Scientific Argumentation?

AERA Online Paper Repository, 2018

Grooms, Jonathon

2018

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Argument-Driven INQUIRY: A way to promote learning during laboratory activities

The Science teacher (National Science Teachers Association), 2009-11, Vol.76 (8), p.42-47

2009

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Argument-Driven Inquiry

The Science teacher (National Science Teachers Association), 2009-11, Vol.76 (8), p.42

2009

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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues

A Comparison of Argument Quality and Students’ Conceptions of Data and Evidence for Undergraduates Experiencing Two Types of Laboratory Instruction

Argument-Driven Inquiry in Fifth-Grade Science: Three-Dimensional Investigations

How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation

A Performance-Based Assessment for Limiting Reactants

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

How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers' beliefs and practices

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

Development and Initial Validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) Questionnaire

Exploring the Context of Change: Understanding the Kinetics of a Studio Physics Implementation Effort

Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study

Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8

Generate an Argument: An Instructional Model

GENERATE AN ARGUMENT An Instructional Model: Promoting and supporting scientific argumentation outside the lab

Argumentation in Science Education

ARGUMENTATION IN SCIENCE EDUCATION: HELPING STUDENTS UNDERSTAND THE NATURE OF SCIENTIFIC ARGUMENTATION SO THEY CAN MEET THE NEW SCIENCE STANDARDS

Promoting and supporting scientific argumentation in the classroom: The evaluate-alternatives instructional model

CROSS-DISCIPLINARY WRITING: SCIENTIFIC ARGUMENTATION, THE COMMON CORE, AND THE ADI MODEL

CROSS-DISCIPLINARY WRTING: SCIENTIFIC ARGUMENTATION, THE COMMON CORE, AND THE ADI MODEL

GENERATING ARGUMENTS ABOUT CLIMATE CHANGE

Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media

How Does Content Knowledge Predict Ability to Engage in Scientific Argumentation?

Argument-Driven INQUIRY: A way to promote learning during laboratory activities

Argument-Driven Inquiry

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