Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

By Victor D. Sampson, Jonathon Grooms, J. Walker. 2011

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Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018, background): “Sampson, Grooms, and Walker (2011) illustrate this in their article Argument-Driven Inquiry.”
The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers. (2013, background): “Additionally, Sandoval and Millwood (2005) found that students may simply add different modes of representation within written arguments with little explanation.”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, methodology): “…facts to engaging students in an authentic scientific practice in which they search for data patterns to shape evidence for the support of scientific claims and debate those claims publicly to identify the weaknesses of their arguments (Cavagnetto 2010; Duschl 2008; Manz 2015; Sampson et al. 2011).”