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Cited by

• 2005Should Science be Taught in Early Childhood?548 cited
• 1990Students' perceptions of tentativeness in science: Development, use, and sources of change343 cited
• 1987Beyond Processes238 cited
• 1984International Relations Theory, Foreign Policy Substitutability, and “Nice” Laws219 cited
• 1996The World as a Process160 cited
• 1991Mapping reeds and reading maps: the politics of representation in Lake Titicaca143 cited
• 1988The problem of terminology in the study of student conceptions in science137 cited
• 1993The impact of science curricula on student views about the nature of science129 cited
• 2011Thermoscopes, thermometers, and the foundations of measurement119 cited
• 2016Distributive Justice104 cited
• 1989The effect of teachers' language on students' conceptions of the nature of science103 cited
• 1987VALIDITY90 cited
• 1989Reflection-In-Action and Reflection-On-Action85 cited
• 2003Thomas Kuhn's impact on science education: What lessons can be learned?82 cited
• 2011Carnap on concept determination: methodology for philosophy of science