| An integrative framework for the analysis of multiple and multimodal representations for meaning‐making in science education K Tang, C Delgado, EB Moje Science education 98 (2), 305-326, 2014 | 247 | 2014 |
| Students’ multimodal construction of the work–energy concept KS Tang, SC Tan, J Yeo International Journal of Science Education 33 (13), 1775-1804, 2011 | 124 | 2011 |
| Constructing scientific explanations through premise–reasoning–outcome (PRO): an exploratory study to scaffold students in structuring written explanations KS Tang International Journal of Science Education 38 (9), 1415-1440, 2016 | 102 | 2016 |
| STEM literacy or literacies? Examining the empirical basis of these constructs KS Tang, PJ Williams Review of Education 7 (3), 675-697, 2019 | 90 | 2019 |
| Relating multimodal representations to the literacies of science KS Tang, EB Moje Research in Science Education 40, 81-85, 2010 | 82 | 2010 |
| Analytical framework for student-generated drawings KS Tang, M Won, D Treagust International Journal of Science Education 41 (16), 2296-2322, 2019 | 66 | 2019 |
| Analyzing teachers’ use of metadiscourse: The missing element in classroom discourse analysis KS Tang Science Education 101 (4), 548-583, 2017 | 66 | 2017 |
| Discourse strategies for science teaching and learning: Research and practice KS Tang Routledge, 2020 | 58 | 2020 |
| Interactive immersive virtual reality to enhance students’ visualisation of complex molecules M Won, M Mocerino, KS Tang, DF Treagust, R Tasker Research and Practice in Chemistry Education: Advances from the 25th IUPAC …, 2019 | 58 | 2019 |
| Instantiation of multimodal semiotic systems in science classroom discourse KS Tang Language Sciences 37, 22-35, 2013 | 55 | 2013 |
| Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy NA Rappa, KS Tang Linguistics and Education 43, 1-12, 2018 | 49 | 2018 |
| How is disciplinary literacy addressed in the Science classroom?: A Singaporean case study KS Tang The Australian Journal of Language and Literacy 39 (3), 220-232, 2016 | 48 | 2016 |
| The use of epistemic tools to facilitate epistemic cognition & metacognition in developing scientific explanation KS Tang Cognition and Instruction 38 (4), 474-502, 2020 | 45 | 2020 |
| Global Developments in Literacy Research for Science Education KS Tang, K Danielsson Springer, 2018 | 45 | 2018 |
| Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation J Park, J Chang, KS Tang, DF Treagust, M Won International Journal of Science Education 42 (5), 677-702, 2020 | 41 | 2020 |
| Reconceptualising science education practices from New Literacies research. KS Tang Science Education International 26 (3), 307-324, 2015 | 41 | 2015 |
| Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation J Park, KS Tang, J Chang Science Education, 2021 | 38 | 2021 |
| ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school M Williams, KS Tang, M Won Asia-Pacific Science Education 5 (1), 1-35, 2019 | 36 | 2019 |
| Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation KS Tang Journal of Research in Science Teaching 59 (6), 969-1009, 2022 | 35 | 2022 |
| Student agency: An analysis of students’ networked relations across the informal and formal learning domains NA Rappa, KS Tang Research in Science Education 47, 673-684, 2017 | 35 | 2017 |
David TreagustProfessor of Science EducationE-mail megerősítve itt: curtin.edu.au