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Learning Science in the Schools
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Learning Science in the Schools (2012)Learning Science in the SchoolsHow Pre-service Teachers’ Understand and Perform Science Process Skills (2012)How Pre-service Teachers’ Und…On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009)On Cognitive Constraints and …Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning (2008)Games, simulations, and visua…Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? (2007)Introduction: Bridging the Co…Models and Modelling in Chemical Education (2006)Models and Modelling in Chemi…Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry (2004)Explanation‐driven inquiry: I…Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003)Investigation of secondary sc…Conceptual and Epistemic Aspects of Students' Scientific Explanations (2003)Conceptual and Epistemic Aspe…Attitudes towards science: A review of the literature and its implications (2003)Attitudes towards science: A …Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Epistemologically authentic i…Learners' Mental Models of Chemical Bonding (2001)Learners' Mental Models of Ch…Improving conceptual change concerning photosynthesis through text design (2001)Improving conceptual change c…Fostering conceptual change by analogies—between Scylla and Charybdis (2001)Fostering conceptual change b…“Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena (2001)“Is heat hot?” Inducing conce…Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving (2000)Student Management of Web-Bas…An interpretive examination of high school chemistry teachers' analogical explanations (1994)An interpretive examination o…The Structure of Scientific Revolutions (1963)Knowledge and Teaching:Foundations of the New Reform (1987)The Structure of Scientific Revolutions (1996)CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’ MISCONCEPTIONS IN CHEMISTRY? 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  • 2003Attitudes towards science: A review of the literature and its implications3,451 cited
  • 2002Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks1,383 cited
  • 2004Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry727 cited
  • 2003Conceptual and Epistemic Aspects of Students' Scientific Explanations477 cited
  • 2003Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding208 cited
  • 2009On Cognitive Constraints and Learning Progressions: The case of “structure of matter”206 cited
  • 2001“Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena168 cited
  • 2001Fostering conceptual change by analogies—between Scylla and Charybdis146 cited
  • 2001Improving conceptual change concerning photosynthesis through text design136 cited
  • 2006Models and Modelling in Chemical Education133 cited
  • 2001Learners' Mental Models of Chemical Bonding126 cited
  • 2008Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning123 cited
  • 1994An interpretive examination of high school chemistry teachers' analogical explanations122 cited

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  • 2000Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving121 cited
  • 2007Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible?120 cited
  • 2012How Pre-service Teachers’ Understand and Perform Science Process Skills111 cited