| Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners CV Schwarz, BJ Reiser, EA Davis, L Kenyon, A Achér, D Fortus, ... Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 1703 | 2009 |
| Design‐based science and student learning D Fortus, RC Dershimer, J Krajcik, RW Marx, R Mamlok‐Naaman Journal of Research in Science Teaching 41 (10), 1081-1110, 2004 | 750 | 2004 |
| Design‐based science and real‐world problem‐solving D Fortus, J Krajcik, RC Dershimer, RW Marx, R Mamlok‐Naaman International Journal of Science Education 27 (7), 855-879, 2005 | 541 | 2005 |
| Adolescents' declining motivation to learn science: Inevitable or not? D Vedder‐Weiss, D Fortus Journal of research in science teaching 48 (2), 199-216, 2011 | 373 | 2011 |
| Adolescents' declining motivation to learn science: A follow‐up study D Vedder‐Weiss, D Fortus Journal of research in science teaching 49 (9), 1057-1095, 2012 | 228 | 2012 |
| Transforming energy instruction in middle school to support integrated understanding and future learning J Nordine, J Krajcik, D Fortus Science Education 95 (4), 670-699, 2011 | 218 | 2011 |
| Measuring students' continuing motivation for science learning D Fortus, D Vedder‐Weiss Journal of Research in Science Teaching 51 (4), 497-522, 2014 | 183 | 2014 |
| Curriculum coherence and learning progressions D Fortus, J Krajcik Second international handbook of science education, 783-798, 2012 | 178 | 2012 |
| Attending to affect D Fortus Journal of Research in Science Teaching 51 (7), 821-835, 2014 | 167 | 2014 |
| School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school D Vedder‐Weiss, D Fortus Journal of Research in Science Teaching 50 (8), 952-988, 2013 | 161 | 2013 |
| The IQWST experience: Using coherence as a design principle for a middle school science curriculum Y Shwartz, A Weizman, D Fortus, J Krajcik, B Reiser The Elementary School Journal 109 (2), 199-219, 2008 | 150 | 2008 |
| Teaching and learning of energy in K-12 education RF Chen, A Eisenkraft, D Fortus, J Krajcik, K Neumann, J Nordine, ... Springer International Publishing, 2014 | 121 | 2014 |
| Assessing the role of curriculum coherence in student learning about energy D Fortus, LAM Sutherland Adams, J Krajcik, B Reiser Journal of Research in Science Teaching 52 (10), 1408-1425, 2015 | 108 | 2015 |
| MoDeLS: Challenges in defining a learning progression for scientific modeling C Schwarz, BJ Reiser, A Acher, L Kenyon, D Fortus Learning progressions in science, 101-137, 2012 | 104 | 2012 |
| Revisiting the Roles of Legal Rules and Tax Rules in Income Redistribution: A Response to Kaplow & (and) Shavell R Avraham, D Fortus, K Logue Iowa L. Rev. 89, 1125, 2003 | 103 | 2003 |
| Students' self‐efficacy for science in different school systems BS Dorfman, D Fortus Journal of research in science teaching 56 (8), 1037-1059, 2019 | 87 | 2019 |
| The importance of learning to make assumptions D Fortus Science Education 93 (1), 86-108, 2009 | 80 | 2009 |
| South African physical sciences teachers’ perceptions of new content in a revised curriculum U Ramnarain, D Fortus South African journal of education 33 (1), 2013 | 74 | 2013 |
| The role of affect in science literacy for all D Fortus, J Lin, K Neumann, TD Sadler International Journal of Science Education 44 (4), 535-555, 2022 | 64 | 2022 |
| The driving question board A Weizman, Y Shwartz, D Fortus The Science Teacher 75 (8), 33, 2008 | 60 | 2008 |
