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Cited by

• 2000Interactive multimedia and model-based learning in biology237 cited
• 1999Mental models of electricity168 cited
• 1995Should physicists preach what they practice?146 cited
• 2004Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?143 cited
• 1996Intuitive rules in science and mathematics: the case of ‘more of A ‐‐ more of B’122 cited
• 1995The role of object parts in infants' attention to form-function correlations.106 cited
• 2011College chemistry students' mental models of acids and acid strength100 cited
• 1986The use of aggregation in causal simulation95 cited
• 2002What do children learn from testimony?89 cited
• 1997The kinds of mental representations‐‐models, propositions and images‐‐used by college physics students regarding the concept of field89 cited
• 2001Mental Models, Psychology of84 cited
• 1995Piaget and after: the case of learning science81 cited
• 2010A Cognitive Perspective77 cited
• 1992A causal framework for analysing alternative conceptions73 cited
• 2009A study of undergraduate physics students' understanding of heat conduction based on mental model theory and an ontology–process analysis