Cited by

• 2010Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science241 cited
• 1998Using Explanatory Knowledge During Collaborative Problem Solving in Science211 cited
• 2010The moderating effects of performance ambiguity on the relationship between self-efficacy and performance.195 cited
• 2007Effective Learning in Classrooms179 cited
• 2006Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text170 cited
• 1998Transactive Peer Tutoring: Distributing Cognition and Metacognition149 cited
• 2003Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio142 cited
• 2002Small-group composition and peer effects137 cited
• 2014Enhancing Students’ Engagement126 cited
• 2000Enhancement and Analysis of Science Question Level for Middle School Students125 cited
• 2016Student agency to participate in dialogic science discussions124 cited
• 2010Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment109 cited
• 2010Motivating Mathematics Learning108 cited
• 2000An Update on Strategic Learning: It's More Than Textbook Reading Strategies.105 cited
• 2008Metacognition in chemical education: question posing in the case-based computerized learning environment100 cited
• 2019Student-question-based inquiry in science education91 cited