| Taking Science to School:: Learning and Teaching Science in Grades K-8 RA Duschl, HA Schweingruber, AW Shouse Learning and teaching science in grades K-8. Washington, DC: National …, 2007 | 2850* | 2007 |
| Taking science to school: Learning and teaching science in grades K-8 AW Shouse, HA Schweingruber, RA Duschl National Academies Press, 2007 | 2713 | 2007 |
| “Doing the lesson” or “doing science”: Argument in high school genetics MP Jiménez‐Aleixandre, A Bugallo Rodríguez, RA Duschl Science education 84 (6), 757-792, 2000 | 2072 | 2000 |
| 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 |
| Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals R Duschl Review of research in education 32 (1), 268-291, 2008 | 1596 | 2008 |
| Inquiry in science education: International perspectives F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ... Science education 88 (3), 397-419, 2004 | 1475 | 2004 |
| Restructuring science education: The importance of theories and their development RA Duschl (No Title), 1990 | 1383 | 1990 |
| Epistemological perspectives on conceptual change: Implications for educational practice RA Duschl, DH Gitomer Journal of research in science teaching 28 (9), 839-858, 1991 | 622 | 1991 |
| Learning progressions and teaching sequences: A review and analysis R Duschl, S Maeng, A Sezen Studies in Science Education 47 (2), 123-182, 2011 | 578 | 2011 |
| Two views about explicitly teaching nature of science RA Duschl, R Grandy Science & Education 22, 2109-2139, 2013 | 526 | 2013 |
| A case study of high school teachers' decision making models for planning and teaching science RA Duschl, E Wright Journal of research in science teaching 26 (6), 467-501, 1989 | 517 | 1989 |
| Students' understanding of the objectives and procedures of experimentation in the science classroom L Schauble, R Glaser, RA Duschl, S Schulze, J John The journal of the Learning Sciences 4 (2), 131-166, 1995 | 493 | 1995 |
| Teaching scientific inquiry: Recommendations for research and implementation RA Duschl, RE Grandy Brill, 2008 | 455* | 2008 |
| Strategies and challenges to changing the focus of assessment and instruction in science classrooms RA Duschl, DH Gitomer Educational Assessment 4 (1), 37-73, 1997 | 426 | 1997 |
| Quality argumentation and epistemic criteria RA Duschl Argumentation in science education: Perspectives from classroom-based …, 2007 | 407 | 2007 |
| Research on the history and philosophy of science RA Duschl Handbook of research on science teaching and learning 2, 443-465, 1994 | 345 | 1994 |
| Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference12 RE Grandy, RA Duschl Science & Education 16 (2), 141-166, 2007 | 341 | 2007 |
| Renovar la enseñanza de las ciencias: importancia de las teorías y su desarrollo RA Duschl Narcea Ediciones, 1997 | 340 | 1997 |
| Science Education and Philosophy of Science Twenty-Five Years of Mutually Exclusive Development. RA Duschl School science and mathematics 85 (7), 541-55, 1985 | 314 | 1985 |
Jonathan OsborneKamalachari Professor of Science EducationVerified email at stanford.edu