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Cited by

• 2003Supporting coherence formation in learning from multiple representations408 cited
• 2011Scientific argument and explanation: A necessary distinction?366 cited
• 2005The Animation and Interactivity Principles in Multimedia Learning354 cited
• 2004Dynamic visualizations and learning: getting to the difficult questions331 cited
• 2010REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH327 cited
• 2014The Public's Bounded Understanding of Science320 cited
• 2007Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods312 cited
• 2004Interrogation of a dynamic visualization during learning311 cited
• 2007The effects of monological and dialogical argumentation on concept learning in evolutionary theory.274 cited
• 2011Facilitating Student Learning Through Contextualization272 cited
• 2008Cognitive processes in comprehension of science texts: the role of co‐activation in confronting misconceptions253 cited
• 2009Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer‐to‐Peer Dialog248 cited
• 2012Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns233 cited