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Bio

William (Bill) Sandoval is a Professor and Head of the Department of STEM Education. Dr. Sandoval is interested in how science education can be most useful to people in their everyday lives, especially in helping them make sound judgments about both private concerns and public policy. He conducts his research in collaboration with teachers and their students, focusing specifically on how to organize productive classroom environments for scientific explanation and argumentation. Dr. Sandoval has published widely in science education, the learning sciences, and educational psychology. He is most widely known for the process of conjecture mapping to organize educational design research. Dr. Sandoval is a Fellow of the American Association for the Advancement of Science, Fellow and past president of the International Society of the Learning Sciences, and a Fellow of the International Society for Design and Development in Education.

Publications

• Practices for Linking Scientific and Sociopolitical Aspects of Climate Change in Science Teaching , Journal of Science Teacher Education (2025)
• Exploring science teachers' efforts to frame phenomena in the community , Journal of Research in Science Teaching (2024)
• Using Argument to Reason AboutScience Practice , Science and Children (2023)
• Epistemic cognition , International Encyclopedia of Education(Fourth Edition) (2022)
• Do adolescents want more autonomy? Testing gender differences in autonomy across STEM , Journal of Adolescence (2021)
• Equity-oriented science professional development , Preparing and sustaining social justice educators (2021)
• Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators , National Academies Press eBooks (2021)
• Can autonomy play a role in causal reasoning? , Cognitive Development (2020)
• Characterizing Science Classroom Discourse Across Scales , Research in Science Education (2020)
• Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards , Journal of Science Teacher Education (2020)

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