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Cited by

• 2003High school students' ideas about theories and theory change after a biological inquiry unit231 cited
• 2003Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding208 cited
• 1998The Complexity of Chemistry and Implications for Teaching202 cited
• 2008Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference202 cited
• 2006Student affect and conceptual understanding in learning chemistry187 cited
• 2001“Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena168 cited
• 2002Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*153 cited
• 2008An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding150 cited
• 2010Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter149 cited
• 2001Fostering conceptual change by analogies—between Scylla and Charybdis146 cited
• 2002Diagnosing students' alternative conceptions in science142 cited
• 2000Implementing State Standards for Science Education: What District Policy Makers Make of the Hoopla138 cited