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• 2008Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices120 cited
• 1993Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices110 cited
• 2002Posing Problems for Open Investigations: What questions do pupils ask?98 cited
• 2004Early years teachers' late concerns and perceived needs in science: an exploratory study86 cited
• 2015Applying Dale's Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course79 cited
• 2012Impact of online support for teachers’ open-ended questioning in pre-k science activities74 cited
• 2009Collaborative Reflection through Dilemma Cases of Science Practical Work during Practicum70 cited
• 2017Questioning Questions: Elementary Teachers’ Adaptations of Investigation Questions Across the Inquiry Continuum68 cited
• 1997Pupils’ questions, alternative frameworks and the design of science teaching68 cited
• 2015Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking?65 cited
• 1986The Place of Children's Questions in Primary Science Education62 cited
• 2010Four- to six-year-old children's conceptions of the mechanism of rainfall60 cited
• 2009What Does the Skill of Observation Look Like in Young Children?