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Recent Publications Sandoval, W. A., & Daniszewski, K. (2004). Mapping trade-offs in teachers' integration of technology-supported inquiry in high school science classes. Journal of Science Education and Technology, 13(2), 161-178 Sandoval, W. A., & Reiser, B. J. (2004).Explanation-driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88. 345-372. 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. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1). 5-51. Design-Based Research Collective (2003). Design-based Research: an emerging paradigm for educational inquiry. Educational Researcher, 32(1). 5-8. Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum. Selected Recent Presentations These papers are all in PDF format, which you can read with Adobe's Acrobat Reader. If you don't have it you can get it for free from Adobe. Milwood, K. A. & Sandoval, W. A. (2004). A comparison of students' beliefs about school science and professional science. Paper presented at the Annual Meeting of the American Educational Research Assn. San Diego, CA. Sandoval, W. A., Crawford, V. M., Bienkowski, M., Hurst, K., & Millwood, K. (2003). Effects of explanation support on learning genetics. Paper presented at the Annual Meeting of NARST 2003, Philadelphia, PA. Sandoval, W. A., Deneroff, V., Franke, M. L. (2002). Teaching, as learning, as inquiry: moving beyond activity in the analysis of teaching practice. Paper presented at the Annual Meeting of the American Educational Research Assn. New Orleans, April 1-5. Deneroff, V., Sandoval, W. A., Franke, M. L. (2002). Learning the discourse of inquiry: how in-service high school science teachers come to understand themselves as listeners. Lessons from Samantha. Paper presented at the Annual Meeting of the American Educational Research Assn. New Orleans, April 1-5. Sandoval, W. A. (2001). Students' uses of data as evidence in scientific explanations. Paper presented at the Annual Meeting of the American Educational Research Assn. Seattle, April 10-14. Sandoval, W. A., Bell, P., Coleman, E., Enyedy, N., & Suthers, D. (2000)., Designing knowledge representations for epistemic practices in science learning Paper presented at the Annual Meeting of the American Educational Research Assn. New Orleans, April 24-28. BGuILE Papers Anything I wrote prior to 1999 can be found on the BGuILE site.