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Cited by

• 2001Parents Explain More Often to Boys Than to Girls During Shared Scientific Thinking482 cited
• 2001Shared scientific thinking in everyday parent‐child activity395 cited
• 2001Characteristics and Consequences of Everyday Natural Learning Opportunities203 cited
• 2005Collaborative imagining: The interactive use of gestures, talk, and graphic representation in architectural practice174 cited
• 2011Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings140 cited
• 2004Thoughts on the future of research on mathematics and science learning and education125 cited
• 2008The unintended effects of interactive objects and labels in the science museum59 cited
• 1993The construction and analogical transfer of symbolic visualizations58 cited
• 2004Children’s learning about water in a museum and in the classroom57 cited
• 2001Learning in Children's Museums: Is It Really Happening?54 cited
• 2005Children’s museums: purposes, practices and play?47 cited
• 2005Childhood Learning and the Distribution of Knowledge in Foraging Societies44 cited
• 2000Parent‐Child Social Play in a Children's Museum*43 cited
• 2006Making Space for Children in Archaeological Interpretations