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Cited by

• 2003Conceptual and Epistemic Aspects of Students' Scientific Explanations458 cited
• 2002Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing434 cited
• 2011Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS)406 cited
• 2013Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice370 cited
• 2002The Nature of Science in Science Education354 cited
• 2011Working toward a stronger conceptualization of scientific explanation for science education351 cited
• 1996Laboratory work as scientific method: three decades of confusion and distortion321 cited
• 2011Socio-scientific Issues in the Classroom298 cited
• 2012Science teachers and scientific argumentation: Trends in views and practice275 cited
• 2007Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science272 cited
• 2016Reconceptualizing the Nature of Science for Science Education266 cited
• 1998Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade261 cited
• 2017Epistemic Practices and Science Education261 cited
• 2008The impact of collaboration on the outcomes of scientific argumentation