| Attitudes towards science: A review of the literature and its implications J Osborne, S Simon, S Collins International journal of science education 25 (9), 1049-1079, 2003 | 5422 | 2003 |
| Establishing the norms of scientific argumentation in classrooms R Driver, P Newton, J Osborne Science education 84 (3), 287-312, 2000 | 4642 | 2000 |
| Enhancing the quality of argumentation in school science J Osborne, S Erduran, S Simon Journal of research in science teaching 41 (10), 994-1020, 2004 | 2689 | 2004 |
| TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse S Erduran, S Simon, J Osborne Science education 88 (6), 915-933, 2004 | 2474 | 2004 |
| Science education in Europe: Critical reflections J Osborne, J Dillon London: The Nuffield Foundation, 2008 | 2442 | 2008 |
| Beyond 2000: Science education for the future R Millar http://www. kcl. ac. uk/content/1/c6/01/32/03/b2000. pdf, 1998 | 2253 | 1998 |
| Supporting and promoting argumentation discourse in science education RA Duschl, J Osborne Studies in Science Education 38 (1), 39-72, 2002 | 2057 | 2002 |
| What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community J Osborne, S Collins, M Ratcliffe, R Millar, R Duschl Journal of research in science teaching 40 (7), 692-720, 2003 | 1927 | 2003 |
| Language and literacy in science education J Wellington Buckingham & Philadelphia, 2001 | 1853 | 2001 |
| The place of argumentation in the pedagogy of school science P Newton, R Driver, J Osborne International Journal of science education 21 (5), 553-576, 1999 | 1516 | 1999 |
| Arguing to learn in science: The role of collaborative, critical discourse J Osborne science 328 (5977), 463-466, 2010 | 1429 | 2010 |
| Learning to teach argumentation: Research and development in the science classroom S Simon, S Erduran, J Osborne International journal of science education 28 (2-3), 235-260, 2006 | 1386 | 2006 |
| Students' questions: a potential resource for teaching and learning science C Chin, J Osborne Studies in science education 44 (1), 1-39, 2008 | 1209 | 2008 |
| Pupils' views of the role and value of the science curriculum: a focus-group study J Osborne, S Collins International journal of science education 23 (5), 441-467, 2001 | 1114 | 2001 |
| “Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity L Archer, J DeWitt, J Osborne, J Dillon, B Willis, B Wong Science Education 94 (4), 617-639, 2010 | 1024 | 2010 |
| Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge C Von Aufschnaiter, S Erduran, J Osborne, S Simon Journal of Research in Science Teaching: The Official Journal of the …, 2008 | 981 | 2008 |
| Teaching scientific practices: Meeting the challenge of change J Osborne Journal of Science Teacher Education 25 (2), 177-196, 2014 | 904 | 2014 |
| Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science L Archer, J DeWitt, J Osborne, J Dillon, B Willis, B Wong American educational research journal 49 (5), 881-908, 2012 | 892 | 2012 |
| Beyond constructivism JF Osborne Science education 80 (1), 53-82, 1996 | 782 | 1996 |
| Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy M Monk, J Osborne Science education 81 (4), 405-424, 1997 | 697 | 1997 |