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Cited by

• 2004The Equivalence of Learning Paths in Early Science Instruction928 cited
• 2001Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform559 cited
• 2000Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report115 cited
• 2005The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills106 cited
• 2005Developing materials to promote inquiry: Lessons learned96 cited
• 2012Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing?96 cited
• 2012The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers93 cited
• 2009Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction86 cited
• 2008Question Posing, Inquiry, and Modeling Skills of Chemistry Students in the Case-Based Computerized Laboratory Environment85 cited
• 2001Point and set reasoning in practical science measurement by entering university freshmen79 cited
• 2008A Review of the Research on Practical Work in School Science78 cited
• 2015The investigation of science process skills of science teachers in terms of some variables70 cited
• 2010Training Teachers to Use an Inquiry-Based Task Analysis to Teach Science to Students with Moderate and Severe Disabilities