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How students (mis-) understand science and mathematics: intuitive rules
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  • 2004Extending the conceptual change approach to mathematics learning and teaching215 cited
  • 2014Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity161 cited
  • 2006Beyond Constructivism: the Progressive Research Programme into Learning Science156 cited
  • 2010Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter149 cited
  • 2019Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices147 cited
  • 2012An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument124 cited
  • 2005Understanding by Design, Expanded 2nd Edition124 cited
  • 2012Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength122 cited
  • 2010The role of intuitive heuristics in students' thinking: Ranking chemical substances115 cited
  • 2010Heuristic Reasoning in Chemistry: Making decisions about acid strength111 cited
  • 2011College chemistry students' mental models of acids and acid strength100 cited
  • 2014Chemistry Education: Ten Heuristics To Tame98 cited
  • 2014PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE

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97 cited
  • 2022The Complexity of Reasoning about and with Chemical Representations83 cited
  • 2015Teacher knowledge and understanding of students’ mathematical learning and thinking75 cited
  • 2009Persistence of the Intuitive Conception of Living Things in Adolescence74 cited