Title: Assistant Professor, Chemical Education
Office: SZ 503
Phone: (252) 328-9772
General Chemistry I (CHEM 1150)
General Chemistry II (CHEM 1160)
Walker, J.*, Sampson, V., Southerland, S., Enderle, P. (2016). Using the laboratory to engage all students in science practices. Chemistry Education Research and Practice, in press.
J. and Sampson, V. (2013). Using the
laboratory to improve undergraduates' science writing skills through meaningful
science writing, peer-review and revision. Journal of Chemical Education,
Walker, J. and Sampson, V.
(2013). Learning to argue and arguing to learn: 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 for Research in
Science Teaching, 50(5), 561-596.
Sampson, V. and Walker, J. (2012). Writing to
learn by learning to write in science: An initial test of the Argument-Driven
Inquiry instructional model in an undergraduate chemistry laboratory course. International
Journal of Science Education, 34(9-10), 1443-1486.
V., Grooms, J., Anderson, B., & Zimmerman, C. (2012).
Argument-Driven Inquiry in undergraduate chemistry labs: The impact on
students' conceptual understanding, argument skills, and attitudes towards
science. Journal of College Science Teaching, 41(4), 74-81.
J., Sampson, V., & Zimmerman, C. (2011). Argument-Driven Inquiry: An
introduction to a new instructional
model for use in undergraduate chemistry labs. Journal of Chemical
Education, 88(8), 1048-1056.