Blanchard, M. & Sampson, V. (2018). Fostering Impactful Research Experiences for Teachers (RETs). EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 4635–4649.
Grooms, J., Sampson, V. & Enderle, P. (2018). 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. doi:10.1002/tea.21451.
Sampson, V., Murphy, A., Lipscomb, K. & Hutner, T. (2018). Argument-Driven Inquiry in Middle School Earth Space Science: Lab investigations for grades 6-10. Arlington, VA: NSTA Press.
Strimaitis, A., Southerland, S., Sampson, V., Enderle, P. & 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(3-4), 92–103.
Schellinger, J., Mendenhall, A., Alemanne, N., Southerland, S., Sampson, V., Douglas, I., Kazmer, M. & Marty, P. (2017). Doing Science in Elementary School: Using Digital Technology to Foster the Development of Elementary Students Understandings of Scientific Inquiry. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4635–4649.
Sampson, V., Hutner, T., FitzPatrick, D. & LaMee, A. (2017). Argument-Driven Inquiry in Physics Volume 1: Mechanics lab investigations for grades 9-12. Arlington, VA: NSTA Press.
Grooms, J., Enderle, P., Murphy, A., Hutner, T. & Sampson, V. (2016). Argument-Driven Inquiry in Physical Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.
Walker, J., Sampson, V., Southerland, S. & Enderle, P. (2016). Using laboratory to engage students in science practices. Chemistry Education Research and Practice, 17, 1098–1113.
Enderle, P., Gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampson, V. & Southerland, S. (2015). Argument-Driven Inquiry in Life Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.
Grooms, J., Enderle, P. & 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., Gleim, L., Grooms, J., Hester, M., Southerland, S. & Wilson, K. (2014). Argument-Driven Inquiry in Biology: Lab investigations for grades 9-12. Arlington, VA: NSTA Press.
Sampson, V., Carafano, P., Enderle, P., Fannin, S., Grooms, J., Southerland, S., Stallworth, C. & Williams, K. (2014). Argument-Driven Inquiry in Chemistry: Lab investigations for grades 9-12. Arlington, VA: NSTA Press.
Grooms, J., Sampson, V. & Golden, B. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412–1433.
Walker, J. & Sampson, V. (2013). Learning to argue and arguing to learn in science: Argument-Driven Inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course. Journal of Research in Science Teaching, 50(50), 561–596.
Sampson, V., Enderle, P., Grooms, J. & Witte, S. (2013). Writing to learn and 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, 97(5), 643–670.
Sampson, V. & Walker, J. (2012). Argument-Driven Inquiry as a way to help undergraduate students write to learn by learning to write in chemistry. International Journal of Science Education, 34(10), 1443–1485.
Granger, E., Bevis, T., Saka, Y., Southerland, S., Sampson, V. & Tate, R. (2012). The efficacy of student-centered instruction in supporting science learning. Science, 338(105), 105–108.
Sampson, V. & Blanchard, M. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148.
Sampson, V. & Clark, D. (2011). A comparison of the collaborative scientific argumentation practices in two high and two low performing groups. Research in Science education, 41(1), 63–97.
Sampson, V., Grooms, J. & Walker, J. (2011). 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, 95(2), 217–257.
Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L. & Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and traditional verification laboratory instruction. Science Education, 94(4), 577–616.
Sampson, V. & Clark, D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448–484.
Sampson, V. & Clark, D. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447–472.
Clark, D. & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293–321.
Best Diversity Paper Award, American Society of Engineering Education (2018)
Elizabeth Shatto Massey Chair in Education Fellowship, The University of Texas at Austin (2018 - 2019)
Elizabeth Massey Chair in Education Fellowship, The University of Texas at Austin (2017 - 2018)
NSTA Fellow, National Science Teachers Association (2017)
Elizabeth Massey Chair in Education Fellowship, The University of Texas at Austin (2016 - 2017)
Elizabeth Glenadine Gibb Teaching Fellowship, The University of Texas at Austin (2015 - 2016)
Elizabeth Glenadine Gibb Teaching Fellowship, The University of Texas at Austin (2014 - 2015)
The NARST Early Career Research Award, National Association for Research in Science Teaching (2012)
The College of Education Faculty Research Award, Florida State University (2012)
The NARST Outstanding Doctoral Dissertation Research Award, National Association for Research in Science Teaching (2008)