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Writing as a learning tool: integrating theory and practice
0 references·16 citing·51 second hopsampled
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  • 2005The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science142 cited
  • 2010LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL129 cited
  • 2008Writing for different audiences: Effects on high-school students' conceptual understanding of biology125 cited
  • 2010Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning123 cited
  • 2016Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments107 cited
  • 2010Collaboration and psychological ownership: how does the tension between the two influence perceived learning?100 cited
  • 2005Written Discourse in Scientific Communities: A conversation with two scientists about their views of science, use of language, role of writing in doing science, and compatibility between their epistemic views and language99 cited
  • 2001Introducing talk and writing for conceptual change: a classroom study93 cited
  • 2004Are language‐based activities in science effective for all students, including low achievers?93 cited
  • 2012Science Literacy for All: More than a Slogan, Logo, or Rally Flag!90 cited
  • 2012Changing World: Changing Pedagogy89 cited
  • 2006The domain generality–specificity of epistemological beliefs: A theoretical problem, a methodological problem or both?

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88 cited
  • 2013Effects of feedback on collaborative writing in an online learning environment87 cited
  • 2006Writing as a learning tool: Testing the role of students’ writing strategies82 cited
  • 2007An aptitude–treatment interaction approach to writing-to-learn74 cited
  • 2011Learning leadership skills in a simulated business environment72 cited