- Ph.D., Learning Sciences, Northwestern University, 1998
- BS, Computer Science, University of New Mexico, 1986
Awards, Honors, Fellowships
- 2011 – Elected to Board of Directors, International Society of the Learning Sciences
- 2010 – Bobbie and Mark Greenfield Award for Applied Research in Learning and Achievement (UCLA)
- 2008 – Lois Haytin Award for Outstanding Research on Teaching and Learning (UCLA)
- 2004 – Appointed to National Academy of Sciences Study Committee on High School Science Laboratories: Role & Vision
Teaching & Research Interests
I am primarily interested in how childrens ideas about knowledge and knowing influence and are influenced by their learning in school, particularly in science. I have a longstanding interest in how computational technologies can support science learning, especially in supporting children’s access to and analysis of scientific data. I am also interested in design-based research methods in education.
Sandoval, W. A. (2012). Situating epistemological development. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 1, pp. 347-354). Sydney: International Society of the Learning Sciences.
Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.
Sandoval, W. A., & Çam, A. (2011). Elementary children’s judgments of the epistemic status of sources of justification. Science Education, 95(3), 383-408.
Sandoval, W. A. & Harven, A. M. (2011). Urban middle school students’ perceptions of the value and difficulty of inquiry. Journal of Science Education & Technology, 20(1), 95-109.
Sandoval, W. A. (2009). In defense of clarity in the study of personal epistemology. Journal of the Learning Sciences, 18(1), 150-161.
Sandoval, W. A., & Millwood, K. A. (2008). What can argumentation tell us about epistemology? In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: perspectives from classroom-based research (pp. 68-85): Springer.
Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656.
Sandoval, W. A., & Millwood, K. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition & Instruction, 23(1). 23-55.
Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4). 213-223.