Cited by

• 2007The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level169 cited
• 2003Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects167 cited
• 2011Can generating representations enhance learning with dynamic visualizations?152 cited
• 2011A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions151 cited
• 1999High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment150 cited
• 2005Middle school students' beliefs about matter147 cited
• 2001VIRTUAL AND PHYSICAL MOLECULAR MODELING: FOSTERING MODEL PERCEPTION AND SPATIAL UNDERSTANDING139 cited
• 2009Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World138 cited
• 2001Alternative Conceptions of Chemical Bonding Held by Upper Secondary and Tertiary Students116 cited
• 2016Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education112 cited
• 2010Student-generated submicro diagrams: a useful tool for teaching and learning chemical equations and stoichiometry109 cited
• 2007Model‐based inquiries in chemistry108 cited
• 2002Learning Chemistry Through the Use of a Representation-Based Knowledge Building Environment107 cited
• 2009Towards a Better Utilization of Diagrams in Research into the Use of Representative Levels in Chemical Education103 cited
• 2009Crossing Levels and Representations: The Connected Chemistry (CC1) Curriculum101 cited
• 2008Metacognition in chemical education: question posing in the case-based computerized learning environment100 cited