Give Students More Voice and Choice in Science, Math and Engineering

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Location: Room 298-9
Experience live: All-Access Package
Watch recording: All-Access Package Year-Round PD Package

Listen and learn : Snapshot

Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
This is presentation 2 of 2, scroll down to see more details.

Other presentations in this group:

Dr. Victor Sampson  

This session will describe several ways to use apps to give students more choice about how to figure out how to solve problems and make sense of the world, and voice in deciding what counts as knowing in science, math and engineering.

Audience: Coaches, Curriculum/district specialists, Teachers
Skill level: Beginner
Attendee devices: Devices not needed
Participant accounts, software and other materials: None
Topic: Student agency, choice and voice
Grade level: 6-12
Subject area: Science, STEM/STEAM
ISTE Standards: For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Proposal summary

Purpose & objective

Participants will be able to participate in the same sort of rich and meaningful learning experiences that we want students to experience during the session. Such learning places the focus squarely on the nature of instruction and the technological tools that can be used by teachers to support meaningful interactions between people, ideas, and materials. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and beliefs about what is possible inside the classroom. The session will end with time for questions and an overview of ways to learn more about how to increase student agency in science, math, and engineering classrooms.


• A discussion of research-based “key features” of meaningful, rigorous, and equitable learning environment (10 minutes)
• An opportunity for participants to experience a meaningful, rigorous, and equitable learning experience (40 minutes)
• An overview of some technology enhanced tools that can be used in both in-person and remote contexts that promote and support student sense-making (10 minutes)
• Questions and suggestions for learning more (5 minutes)

Supporting research

Hidayat, W., & Aripin, U. (2019). The improvement of students’ mathematical
understanding ability influenced from argument-driven inquiry learning. In Journal of Physics: Conference Series, 1157(3), 32085

hen, H-T., et al. (2016). Using a modified argument-driven inquiry to promote
elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191

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Dr. Victor Sampson, University of Texas, Austin

Dr. Victor Sampson is an Associate Professor of Science 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 of new instructional models and materials. He also has expertise in the design and development of new educational apps.