William Sandoval Associate Professor Psychological Studies in Education 2335 Moore Hall (310) 794 5431 sandoval@gseis.ucla.edu personal page

Education

Ph.D., Learning Sciences, Northwestern University, 1998

BS, Computer Science, University of New Mexico, 1986

Research Interests

Learning environment design, teacher education, epistemology, cognition and instruction

Current Academic Year Courses

ED 210, ED 288, ED 433A Science education, epistemological development, teacher learning, instructional technology, design-based research methods

News

Dr. Sandoval named to National Academy of Sciences Study Committee on High School Science Laboratories: Role & Vision.

UCLA to host 6^th Intl. Conference of the Learning Sciences, June 22-24

Recent Publications

Design-Based Research Collective. (2003). Design-based research: an emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.

Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1), 5-51.

Sandoval, W. A. (2003). The inquiry paradox: why doing science doesn't necessarily change ideas about science. In C. P. Constantinou & Z. C. Zacharia (Eds.), Proceedings of the Sixth Intl. Computer-Based Learning in Science Conference 2003 (pp. 825-834). Nicosia, Cyprus.

Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.

Sandoval, W. A., & Reiser, B. J. (in press). Explanation-driven inquiry: integrating conceptual and epistemic supports for science inquiry. Science Education.

Links

Center for Embedded Networked Sensing

Beyond Final Form Science

Biology Guided Inquiry Learning Environments