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Cited by

• 2004Teaching–learning sequences: aims and tools for science education research394 cited
• 2007When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint377 cited
• 2008A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes345 cited
• 2007Finding and fixing errors in worked examples: Can this foster learning outcomes?321 cited
• 2008Current Issues in Competence Modeling and Assessment296 cited
• 2007The effects of monological and dialogical argumentation on concept learning in evolutionary theory.274 cited
• 2004Understanding the structure of the set of rational numbers: a conceptual change approach267 cited
• 1998From conceptual development to science education: a psychological point of view259 cited
• 2009The use of a computer simulation to promote conceptual change: A quasi-experimental study240 cited
• 2004Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study231 cited
• 2006Exploring teachers’ will to learn226 cited
• 2003Argument and conceptual engagement225 cited
• 2022Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study