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Cited by

• 1991The importance of reflection in improving science teaching and learning200 cited
• 1993Formative and Summative Assessment by Teachers200 cited
• 2019Pedagogical reasoning: the foundation of the professional knowledge of teaching194 cited
• 2007The Inquiry Laboratory as a Source for Development of Metacognitive Skills193 cited
• 2019Are first year students ready for a flipped classroom? A case for a flipped learning continuum186 cited
• 2019Action Research and Systematic, Intentional Change in Teaching Practice155 cited
• 1990The effect of concept mapping on students' anxiety and achievement in biology154 cited
• 1993Grade 10 Students' perceptions of and attitudes toward science teaching and school science146 cited
• 2005Collaborative teacher learning: Findings from two professional development projects141 cited
• 2001Using a metaphor for learning to improve students' metacognition in the chemistry classroom134 cited
• 1992Chapter 9: Craft Knowledge and the Education of Teachers127 cited
• 1994Metacognition and learning to teach121 cited
• 1996Use of classroom environment perceptions in evaluating inquiry‐based computer‐assisted learning119 cited
• 2004Learning Through Self-Study: The Influence Of Purpose, Participants And Context*