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Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason
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  • 2015Moral Identity and Developmental Theory3,819 cited
  • 2007Dynamic Development of Action and Thought290 cited
  • 1991Epistemological perspectives on conceptual change: Implications for educational practice275 cited
  • 1994Re-framing the problem of conceptual change269 cited
  • 1998Cognitive Development beyond Childhood168 cited
  • 2002Folk epistemology: An introduction149 cited
  • 1993The Architecture and Dynamics of Developing Mind: Experiential Structuralism as a Frame for Unifying Cognitive Developmental Theories146 cited
  • 2004THE FUTURE SHAPE OF CHEMISTRY EDUCATION140 cited
  • 1998From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks101 cited
  • 2015Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action85 cited
  • 1991The Development of Expertise in Geography: A Cognitive-Developmental Approach to Geographic Education84 cited
  • 1995Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation81 cited
  • 1995Relationship between student performance on conceptual and computational problems of chemical equilibrium72 cited

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  • 2016RECENT WORK ON NATURALIZED EPISTEMOLOGY54 cited
  • 1998A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium53 cited
  • 1992From Piaget's Epistemic Subject to Pascual‐Leone's Metasubject: Epistemic Transition in the Constructivist—Rationalist Theory of Cognitive Development38 cited