Description

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Physics teachers— great news! Now there’ s a guide to argument-driven inquiry (ADI) especially for you. Like the NSTA Press best-sellers for high school biology and chemistry, this book helps you build your students’ science proficiency. It makes labs more authentic by teaching physics students to work the way scientists do— by identifying questions, developing models, collecting and analyzing data, generating arguments, and critiquing and revising reports.


Argument-Driven Inquiry in Physics, Volume 1 focuses on mechanics and has two parts. The first part describes the ADI instructional model and the components of ADI lab investigations. The second part provides 23 field-tested labs covering a wide variety of topics related to forces and interactions, energy, work, and power. Some investigations are introductory labs that expose students to new content; others are application labs to help students try out a theory, law, or unifying concept. All are easy to use, thanks to teacher notes, student handouts, and checkout questions, and all align with the Next Generation Science Standards and the Common Core State Standards. You’ ll find this book to be a one-stop source of expertise, advice, and investigations that will take the intimidation out of using ADI in physics instruction.

About the Author

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Dr. Victor Sampson is an Associate Professor of STEM Education at the University of Texas in Austin. He is also the co-founder and Chief Innovation Officer at Argument-Driven Inquiry. Dr. Sampson received his Ph.D. from Arizona State University in 2007 and is an expert in STEM education, education theory and practice, educational research, and the development and research of new instructional models and materials. He also has expertise in the design and development of educational technology products. Victor Sampson has published 52 research articles and has written 11 books in the field of STEM education (citations: 5964, h-index: 33, i10-index: 52). While at Florida State University (2007-2014) and the University of Texas (2014-2021) he served as the PI or a Co-PI on 6 large research and development projects that were funded by either the NSF (4 projects, $5,030,826 in funding) or the IES (2 projects, $2,218,722 in funding). 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.