| Learning to teach elementary school science as argument C Zembal‐Saul Science education 93 (4), 687-719, 2009 | 351 | 2009 |
| Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning L Ann Haefner, C Zembal‐Saul International Journal of Science Education 26 (13), 1653-1674, 2004 | 327 | 2004 |
| Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers' science content representations C Zembal‐Saul, P Blumenfeld, J Krajcik Journal of Research in Science Teaching: The Official Journal of the …, 2000 | 247 | 2000 |
| Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio SM Land, C Zembal-Saul Educational Technology Research and Development 51 (4), 65-84, 2003 | 223 | 2003 |
| What's your evidence?: Engaging K-5 students in constructing explanations in science C Zembal-Saul, KL McNeill, K Hershberger (No Title), 2013 | 217 | 2013 |
| Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection C Zembal-Saul, D Munford, B Crawford, P Friedrichsen, S Land Research in Science Education 32, 437-463, 2002 | 208 | 2002 |
| The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry LD Smolleck, C Zembal-Saul, EP Yoder Journal of Science Teacher Education 17, 137-163, 2006 | 206 | 2006 |
| Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks BA Crawford, C Zembal‐Saul, D Munford, P Friedrichsen Journal of research in science teaching 42 (6), 613-637, 2005 | 200 | 2005 |
| In search of well‐started beginning science teachers: Insights from two first‐year elementary teachers L Avraamidou, C Zembal‐Saul Journal of Research in Science Teaching 47 (6), 661-686, 2010 | 144 | 2010 |
| Elementary student teachers' science content representations C Zembal‐Saul, J Krajcik, P Blumenfeld Journal of Research in Science Teaching 39 (6), 443-463, 2002 | 141 | 2002 |
| Giving priority to evidence in science teaching: A first‐year elementary teacher's specialized practices and knowledge L Avraamidou, C Zembal‐Saul Journal of Research in Science Teaching: The Official Journal of the …, 2005 | 133 | 2005 |
| Constructing a framework for elementary science teaching using pedagogical content knowledge C Zembal-Saul Examining Pedagogical Content Knowledge/Kluwer Academic Publishers, 1999 | 98 | 1999 |
| Exploring the influence of web-based portfolio development on learning to teach elementary science L Avraamidou, C Zembal-Saul AACE Review (formerly AACE Journal) 14 (2), 178-205, 2006 | 95 | 2006 |
| Evidence helps the KWL get a KLEW K Hershberger, C Zembal-Saul, ML Starr | 78 | 2006 |
| Learning to teach with technology model: Implementation in secondary science teacher education TM Dana, C Zembal-Saul, D Munford, C Tsur, PM Friedrichsen Journal of Computers in Mathematics and Science Teaching 20 (4), 377-394, 2001 | 58 | 2001 |
| Making the case for the use of web-based portfolios in support of learning to teach L Avraamidou, C Zembal-Saul Journal of Interactive Online Learning 1 (2), 1-19, 2002 | 44 | 2002 |
| Inviting argument by analogy: Analogical‐mapping‐based comparison activities as a scaffold for small‐group argumentation BR Emig, S McDONALD, C ZEMBAL‐SAUL, SG Strauss Science Education 98 (2), 243-268, 2014 | 40 | 2014 |
| Teaching with insects: an applied life science course for supporting prospective elementary teachers' scientific inquiry LA Haefner, PM Friedrichsen, C Zembal-Saul The American Biology Teacher, 206-212, 2006 | 38 | 2006 |
| Learning Science through Argumentation: Prospective Teachers' Experiences in an Innovative Science Course. D Munford, C Zembal-Saul | 38 | 2002 |
| The role of science education in a changing world J Adams, L Avraamidou, DB Jacobs, SB Boujaoude, L Bryan, ... Lorentz Center Leiden, 2018 | 32 | 2018 |
Lucy AvraamidouUniversity of Groningen, The NetherlandsVerified email at rug.nl