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Dr. Sampson's research examines how culturally and linguistically diverse groups of students participate in the practices of science, engineering, and mathematics and how to organize the interactions that take place between students, materials, and ideas in ways that promote and support learning. His current work focuses on the ways culturally and linguistically diverse groups of students support, evaluate, and revise ideas when attempting to develop explanations or solutions to problems, group and individual meaning-making during episodes of argumentation, the development of innovative instructional materials and strategies, and how to support teachers in making classroom instruction more equitable and inclusive. 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.

Dr. Sampson teaches both undergraduate and graduate courses in STEM education. His teaching philosophy is rooted in theories of learning that stress the importance of experience, interaction with others, the evaluation of alternative ideas, and metacognition. As a result, his courses tend to engage students in cycles of inquiry, reading, discussion, and a project that requires the application of new ideas and principles to authentic problems.

Ph.D. in Curriculum and Instruction (Science Education), Arizona State University

Studies the ways culturally and linguistically diverse groups of people use disciplinary the core ideas and practices of Science, Technology, Engineering and Mathematics (STEM) to explain phenomena or to solve problems that are meaningful and consequential to them.

Co-Editor of the Learning Section, Editorial Board, Science Education (2016)

Associate Editor, Editorial Board, Journal of Research in Science Teaching (2015 - 2020)

Member, Editorial Board, Journal of Research in Science Teaching (2013 - 2015)

Member, Editorial Board, Science Education (2013 - 2016)

Enderle, P., Grooms, J., Sampson, V., Sengul, O. & Koulagna, Y. (2022). 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. doi:.

Hutner, T., Sampson, V., Baze, C., Chu, L. & Crawford, R. (2022). An exploratory study of the goals science teachers satisfy by integrating engineering core ideas and practices into the science curriculum.. International Journal of Science Education, 44(1), 71-90.

Hutner, T., Sampson, V., Chu, L., Baze, C. & Crawford, R. (2022). A case study of science teachers' goal conflicts arising when integrating engineering into science classes. Science Education, 196, 88-118.

Doabler, C., Therrien, W., Longhi, M., Roberts, G., Hess, K., Maddox, S., Uy, J., Lovette, G., Fall, A., Kimmel, G., Benson, S., VanUitert, V., Emily, S., Powell, S., Sampson, V. & Toprac, P. (2021). Efficacy of a second-grade science program: Increasing science outcomes for all students. Remedial and Special Education, 42(3), 140-154.

Hosbein, K., Alvarez-Bell, R., Callis-Duehl, K., Sampson, V., Wolf, S. & Walker, J. (2021). Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory. Journal of Chemical Education Research, 98(2), 293-306.

Sampson, V., Hutner, T., Grooms, J., Kaszuba, J. & Burt, C. (2020). Argument-Driven Inquiry in 5th Grade Science: Three-dimensional investigations that integrate literacy and mathematics.. Arlington, VA: NSTA Press.

Hutner, T., Sampson, V., Grooms, J., LaMee, A. & FitzPatrick, D. (2020). Argument-Driven Inquiry in Physics Volume 2: Electricity and magnetism lab investigations for grades 9-12. Arlington, VA: NSTA Press.

Chu, L., Sampson, V., Hutner, T., Rivale, S., Crawford, R., Baze, C. & Brooks, H. (2019). Argument-Driven Engineering in middle school science: An exploratory study of changes in engineering identity over an academic year. Journal of Pre-College Engineering Education Research (J-PEER), 9(2), 72-84.

Hutner, T., Sampson, V., Brooks, H., Baze, C., Gregory, J., Sommerhauser, K. & Broadway, M. (2019). Developing a highway crash safety barrier. Science Scope, 43(1), 36-43.

Schellinger, J., Mendenhall, A., Alemanne, N., Southerland, S., Sampson, V. & Marty, P. (2019). Using technology-enhanced inquiry-based instruction to foster the development of elementary students' views on the nature of science. Journal of Science Education and Technology, 28(4), 341-352.

Sampson, V. & Murphy, A. (2019). Argument-Driven Inquiry in 4th Grade Science: Three-dimensional investigations that integrate literacy and mathematics. Arlington, VA: NSTA Press.

Sampson, V. & Murphy, A. (2019). Argument-Driven Inquiry in 3rd Grade Science: Three-dimensional investigations that integrate literacy and mathematics. Arlington, VA: NSTA Press.

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:.

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.

Dean's Fellowship - The University of Texas at Austin (2021)

Outstanding Service as JRST Associate Editor Award - Journal of Research in Science Teaching (2020)

Elizabeth Glenadine Gibb Teaching Fellowship in Education - The University of Texas at Austin (2020 - 2021)

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)

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