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Cited by

• 1985The Generative Learning Model and its Implications for Science Education382 cited
• 1997Toward a First Nations cross-cultural science and technology curriculum381 cited
• 1988Learning and Instruction: An Examination of Four Research Perspectives in Science Education372 cited
• 2004Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science350 cited
• 1996Laboratory work as scientific method: three decades of confusion and distortion321 cited
• 2006Journal of Institutional Research293 cited
• 2000Learners' knowledge in optics: interpretation, structure and analysis284 cited
• 1998Cultural Aspects of Learning Science253 cited
• 1987Beyond Processes238 cited
• 2008Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review229 cited
• 2009Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum223 cited
• 1988Experiments in science and science teaching218 cited
• 2007The Cognitive-Situative Divide and the Problem of Conceptual Change202 cited
• 2008On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.