| Year |
Citation |
Score |
| 2015 |
Ryu S, Sandoval WA. The influence of group dynamics on collaborative scientific argumentation Eurasia Journal of Mathematics, Science and Technology Education. 11: 335-351. DOI: 10.12973/Eurasia.2015.1338A |
0.612 |
|
| 2014 |
Kawasaki JN, DeLiema DJ, Sandoval WA. The Influence of Non-Epistemic Features of Settings on Epistemic Cognition Canadian Journal of Science, Mathematics and Technology Education. 14: 207-221. DOI: 10.1080/14926156.2014.903319 |
0.307 |
|
| 2014 |
Sandoval W. Conjecture Mapping: An Approach to Systematic Educational Design Research Journal of the Learning Sciences. 23: 18-36. DOI: 10.1080/10508406.2013.778204 |
0.307 |
|
| 2014 |
Sandoval WA, Sodian B, Koerber S, Wong J. Developing Children's Early Competencies to Engage With Science Educational Psychologist. 49: 139-152. DOI: 10.1080/00461520.2014.917589 |
0.369 |
|
| 2014 |
Sandoval W. Science Education's Need for a Theory of Epistemological Development Science Education. 98: 383-387. DOI: 10.1002/Sce.21107 |
0.521 |
|
| 2014 |
Renken M, Chinn C, Vargas P, Sandoval W. Exposing and assessing learners' epistemic thinking Proceedings of International Conference of the Learning Sciences, Icls. 3: 1686-1690. |
0.38 |
|
| 2014 |
Xiao S, Sandoval WA. Children's use of inscriptions in written arguments about socioscientific issues Proceedings of International Conference of the Learning Sciences, Icls. 2: 1107-1111. |
0.599 |
|
| 2012 |
Ryu S, Sandoval WA. Improvements to elementary children's epistemic understanding from sustained argumentation Science Education. 96: 488-526. DOI: 10.1002/Sce.21006 |
0.529 |
|
| 2011 |
Sandoval WA, Harven AM. Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry Journal of Science Education and Technology. 20: 95-109. DOI: 10.1007/S10956-010-9237-4 |
0.437 |
|
| 2010 |
Ryu S, Sandoval WA. Listen to each other: How the building of norms in an elementary science classroom fosters participation and argumentation Learning in the Disciplines: Icls 2010 Conference Proceedings - 9th International Conference of the Learning Sciences. 1: 1103-1110. |
0.59 |
|
| 2008 |
Carlone H, Cook M, Wong J, Sandoval WA, Barton AC, Tan E, Brickhouse N. Seeing and supporting identity development in science education Computer-Supported Collaborative Learning Conference, Cscl. 214-220. |
0.452 |
|
| 2006 |
Wallis JC, Milojevic S, Borgman CL, Sandoval WA. The special case of scientific data sharing with education Proceedings of the Asist Annual Meeting. 43. |
0.411 |
|
| 2005 |
Sandoval WA, Millwood KA. The quality of students' use of evidence in written scientific explanations Cognition and Instruction. 23: 23-55. DOI: 10.1207/S1532690Xci2301_2 |
0.426 |
|
| 2005 |
Sandoval WA. Understanding students' practical epistemologies and their influence on learning through inquiry Science Education. 89: 634-656. DOI: 10.1002/sce.20065 |
0.656 |
|
| 2004 |
Sandoval WA, Reiser BJ. Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry Science Education. 88: 345-372. DOI: 10.1002/Sce.10130 |
0.725 |
|
| 2003 |
Sandoval WA, Morrison K. High school students' ideas about theories and theory change after a biological inquiry unit Journal of Research in Science Teaching. 40: 369-392. DOI: 10.1002/tea.10081 |
0.656 |
|
| 2003 |
Sandoval WA. Conceptual and epistemic aspects of students' scientific explanations Journal of the Learning Sciences. 12: 5-51. |
0.661 |
|
| 1996 |
Tabak I, Smith BK, Sandoval WA, Reiser BJ. Combining general and domain-specific strategic support for biological inquiry Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 1086: 288-296. |
0.537 |
|
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