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A window into thinking: Using student writing to understand conceptual change in science learning

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References

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Cited by

2000Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report115 cited
1998Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse110 cited
1998Discussing the Greenhouse Effect: children's collaborative discourse reasoning and conceptual change94 cited
2004Are language‐based activities in science effective for all students, including low achievers?93 cited
2007A study of students' construction of science knowledge: talk and writing in a collaborative group90 cited
2008Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms86 cited
2006In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom81 cited
1997Learning in School Science: The Promises and Practices of Writing80 cited
1999Language as an indicator of meaning generation: An analysis of middle school students' written discourse about scientific investigations78 cited
2004Evaluating students' science notebooks as an assessment tool75 cited
2009The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change74 cited
2004Facilitating Conceptual Change in Students' Understanding of Ecological Concepts72 cited
2008Scaffolding Science Teachers in Open‐inquiry Teaching70 cited
1999Design, Assessment, and Evaluation of a Problem‐based Learning Environment in Undergraduate Engineering70 cited
2000The Influence of Primary Children's Ideas in Science on Teaching Practice67 cited
2010IMPLEMENTATION OF THE SCIENCE WRITING HEURISTIC (SWH) APPROACH IN 8TH GRADE SCIENCE CLASSROOMS64 cited