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What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?
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What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? (1998)What are the relative effects of reasonin…Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom (2018)Investigating Strategies for …Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions (2015)Caution, Student Experience M…The Development of Prospective Secondary Biology Teachers PCK (2012)The Development of Prospectiv…Making the invisible visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation (2012)Making the invisible visible:…The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting (2009)The Impact of an Engineering …Multimedia application with animated cartoons for teaching science in elementary education (2009)Multimedia application with a…Seeking effectiveness and equity in a large college chemistry course: an HLM investigation of Peer‐Led Guided Inquiry (2008)Seeking effectiveness and equ…Self‐efficacy, reasoning ability, and achievement in college biology (2006)Self‐efficacy, reasoning abil…The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change (2005)The influence of students’ co…The Nature and Development of Scientific Reasoning: A Synthetic View (2004)The Nature and Development of…Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors (2004)Gender Differences in Learnin…Teaching of biological inheritance and evolution of living beings in secondary school (2003)Teaching of biological inheri…Constructing knowledge in the context of BioWorld (2001)Constructing knowledge in the…What kinds of scientific concepts exist? 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  • 2004Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors227 cited
  • 2006Self‐efficacy, reasoning ability, and achievement in college biology209 cited
  • 2018Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom198 cited
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  • 2015Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions182 cited
  • 2000Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist?160 cited
  • 2009Multimedia application with animated cartoons for teaching science in elementary education158 cited
  • 2012Making the invisible visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation132 cited
  • 2009The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting128 cited
  • 2000What kinds of scientific concepts exist? Concept construction and intellectual development in college biology120 cited
  • 2003Teaching of biological inheritance and evolution of living beings in secondary school119 cited
  • 2008Seeking effectiveness and equity in a large college chemistry course: an HLM investigation of Peer‐Led Guided Inquiry

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114 cited
  • 2001Constructing knowledge in the context of BioWorld113 cited
  • 2012The Development of Prospective Secondary Biology Teachers PCK95 cited
  • 2000Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence91 cited
  • 2005The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change90 cited