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Cited by

• 2003Bioliteracy and Teaching Efficacy: What Biologists Can Learn from Physicists99 cited
• 2003Prior Knowledge and Its Relevance to Student Achievement in Introduction to Psychology96 cited
• 2004Development and Application of a Two-Tier Diagnostic Test for High School Students’ Understanding of Flowering Plant Growth and Development93 cited
• 2013Misconceptions Are “So Yesterday!”92 cited
• 2008Bridging the educational research‐teaching practice gap88 cited
• 2012Conceptual Variation or Incoherence? Textbook Discourse on Genes in Six Countries81 cited
• 2011Osmosis and Diffusion Conceptual Assessment78 cited
• 2007A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry74 cited
• 2009Conceptual Incoherence as a Result of the use of Multiple Historical Models in School Textbooks66 cited
• 2018The optimal number of options for multiple-choice questions on high-stakes tests: application of a revised index for detecting nonfunctional distractors57 cited
• 2008Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: “The Cell is to be Studied Longitudinally”56 cited