| # | Title | Journal | Year | Citations |
|---|
| 1 | Attitudes towards science: A review of the literature and its implications | International Journal of Science Education | 2003 | 1,982 |
| 2 | Improving science teachers' conceptions of nature of science: a critical review of the literature | International Journal of Science Education | 2000 | 833 |
| 3 | Conceptual change: A powerful framework for improving science teaching and learning | International Journal of Science Education | 2003 | 782 |
| 4 | Time for action: Science education for an alternative future | International Journal of Science Education | 2003 | 565 |
| 5 | Development and use of diagnostic tests to evaluate students’ misconceptions in science | International Journal of Science Education | 1988 | 522 |
| 6 | Research on Interest in Science: Theories, methods, and findings | International Journal of Science Education | 2011 | 522 |
| 7 | On the Nature of “Context” in Chemical Education | International Journal of Science Education | 2006 | 521 |
| 8 | Learning to Teach Argumentation: Research and development in the science classroom | International Journal of Science Education | 2006 | 475 |
| 9 | The place of argumentation in the pedagogy of school science | International Journal of Science Education | 1999 | 465 |
| 10 | Scientific arguments as learning artifacts: designing for learning from the web with KIE | International Journal of Science Education | 2000 | 464 |
| 11 | Scientific knowledge and attitude change: The impact of a citizen science project | International Journal of Science Education | 2005 | 464 |
| 12 | What changes in conceptual change? | International Journal of Science Education | 1998 | 447 |
| 13 | Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science | International Journal of Science Education | 2008 | 421 |
| 14 | Pupils' views of the role and value of the science curriculum: A focus-group study | International Journal of Science Education | 2001 | 391 |
| 15 | Eyeballs in the Fridge: Sources of early interest in science | International Journal of Science Education | 2010 | 389 |
| 16 | Students’ conceptions and the learning of science | International Journal of Science Education | 1989 | 381 |
| 17 | A typology of school science models | International Journal of Science Education | 2000 | 375 |
| 18 | Examining the literacy component of science literacy: 25 years of language arts and science research | International Journal of Science Education | 2003 | 368 |
| 19 | Scaffolding students' knowledge integration: prompts for reflection in KIE | International Journal of Science Education | 2000 | 367 |
| 20 | Computer Simulations to Support Science Instruction and Learning: A critical review of the literature | International Journal of Science Education | 2012 | 350 |
| 21 | Student conceptualizations of the nature of science in response to a socioscientific issue | International Journal of Science Education | 2004 | 349 |
| 22 | Twenty Years Later: Does pedagogical content knowledge remain a useful idea? | International Journal of Science Education | 2008 | 348 |
| 23 | ‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge | International Journal of Science Education | 1989 | 347 |
| 24 | The development of a questionnaire to measure students' motivation towards science learning | International Journal of Science Education | 2005 | 342 |
| 25 | Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning | International Journal of Science Education | 2006 | 340 |
| 26 | Mental models, conceptual models, and modelling | International Journal of Science Education | 2000 | 334 |
| 27 | Classroom Interaction in Science: Teacher questioning and feedback to students’ responses | International Journal of Science Education | 2006 | 334 |
| 28 | Educational Research in Developing 3‐D Spatial Skills for Engineering Students | International Journal of Science Education | 2009 | 333 |
| 29 | Skill and will: The role of motivation and cognition in the learning of college chemistry | International Journal of Science Education | 2003 | 331 |
| 30 | Collaborative Inquiry Learning: Models, tools, and challenges | International Journal of Science Education | 2010 | 331 |
| 31 | Different Countries, Same Science Classes: Students’ experiences of school science in their own words | International Journal of Science Education | 2006 | 324 |
| 32 | Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” | International Journal of Science Education | 2011 | 319 |
| 33 | Modelling, teachers' views on the nature of modelling, and implications for the education of modellers | International Journal of Science Education | 2002 | 308 |
| 34 | Socioscientific Argumentation: The effects of content knowledge and morality | International Journal of Science Education | 2006 | 297 |
| 35 | Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions | International Journal of Science Education | 1989 | 293 |
| 36 | The Language Demands of Science Reading in Middle School | International Journal of Science Education | 2006 | 291 |
| 37 | Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking | International Journal of Science Education | 2011 | 282 |
| 38 | Students' understanding of the role of scientific models in learning science | International Journal of Science Education | 2002 | 281 |
| 39 | Nested epistemologies: Science teachers' beliefs of teaching, learning and science | International Journal of Science Education | 2002 | 279 |
| 40 | A scientific creativity test for secondary school students | International Journal of Science Education | 2002 | 277 |
| 41 | The Nature of Science Education for Enhancing Scientific Literacy | International Journal of Science Education | 2007 | 275 |
| 42 | ‘Loveable’ mammals and ‘lifeless’ plants: how children's interest in common local organisms can be enhanced through observation of nature | International Journal of Science Education | 2005 | 274 |
| 43 | The role of submicroscopic and symbolic representations in chemical explanations | International Journal of Science Education | 2003 | 266 |
| 44 | Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction | International Journal of Science Education | 2006 | 261 |
| 45 | Children's understanding of familiar astronomical events | International Journal of Science Education | 1989 | 258 |
| 46 | Model based learning as a key research area for science education | International Journal of Science Education | 2000 | 251 |
| 47 | Reconceptualizing the teaching of controversial issues | International Journal of Science Education | 2004 | 249 |
| 48 | Models in explanations, Part 1: Horses for courses? | International Journal of Science Education | 1998 | 244 |
| 49 | The role of models/and analogies in science education: implications from research | International Journal of Science Education | 2005 | 242 |
| 50 | Examining Changing Attitudes in Secondary School Science | International Journal of Science Education | 2008 | 242 |
