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Cited by

• 2009The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter162 cited
• 2004Supporting prospective teachers' conceptions of modelling in science160 cited
• 2008How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms156 cited
• 2008From static to dynamic mathematics: historical and representational perspectives147 cited
• 2009Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World138 cited
• 2005Learning oceanography from a computer simulation compared with direct experience at sea138 cited
• 2008The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations137 cited
• 2010New Pedagogies on Teaching Science with Computer Simulations135 cited
• 2012Investigating the effectiveness of computer simulations for chemistry learning122 cited
• 2012Reasoning about variation in the intensity of change in covarying quantities involved in rate of change119 cited
• 2010Students' views of collaboration and online participation in Knowledge Forum107 cited
• 2009Crossing Levels and Representations: The Connected Chemistry (CC1) Curriculum101 cited
• 2011Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations