| Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and CE Hmelo-Silver, RG Duncan, CA Chinn Educational psychologist 42 (2), 99-107, 2007 | 3779 | 2007 |
| A scaffolding design framework for software to support science inquiry C Quintana, BJ Reiser, EA Davis, J Krajcik, E Fretz, RG Duncan, E Kyza, ... Scaffolding, 337-386, 2018 | 1451 | 2018 |
| Learning progressions: Aligning curriculum, instruction, and assessment RG Duncan, CE Hmelo‐Silver Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 431 | 2009 |
| A learning progression for deepening students' understandings of modern genetics across the 5th–10th grades RG Duncan, AD Rogat, A Yarden Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 390 | 2009 |
| Reasoning across ontologically distinct levels: Students' understandings of molecular genetics RG Duncan, BJ Reiser Journal of Research in Science Teaching: The Official Journal of the …, 2007 | 347 | 2007 |
| Learners' epistemic criteria for good scientific models WJ Pluta, CA Chinn, RG Duncan Journal of research in science teaching 48 (5), 486-511, 2011 | 297 | 2011 |
| Cloning of human cDNAs encoding mitochondrial and cytosolic serine hydroxymethyltransferases and chromosomal localization TA Garrow, AA Brenner, VM Whitehead, XN Chen, RG Duncan, ... Journal of Biological Chemistry 268 (16), 11910-11916, 1993 | 214 | 1993 |
| Science learning progressions RG Duncan, AE Rivet Science 339 (6118), 396-397, 2013 | 167 | 2013 |
| Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence RG Duncan, CA Chinn, S Barzilai Journal of Research in Science Teaching 55 (7), 907-937, 2018 | 158 | 2018 |
| Education for a “post-truth” world: New directions for research and practice CA Chinn, S Barzilai, RG Duncan Educational Researcher 50 (1), 51-60, 2021 | 146 | 2021 |
| Designing project‐based instruction to foster generative and mechanistic understandings in genetics RG Duncan, KA Tseng Science Education 95 (1), 21-56, 2011 | 126 | 2011 |
| The role of domain-specific knowledge in generative reasoning about complicated multileveled phenomena RG Duncan Cognition and Instruction 25 (4), 271-336, 2007 | 118 | 2007 |
| From theory to data: The process of refining learning progressions NA Shea, RG Duncan Journal of the Learning Sciences 22 (1), 7-32, 2013 | 111 | 2013 |
| Changes in belief orientations of preservice teachers and their relation to inquiry activities V Pilitsis, RG Duncan Journal of Science Teacher Education 23, 909-936, 2012 | 94 | 2012 |
| Development of preservice teachers’ ability to critique and adapt inquiry-based instructional materials RG Duncan, V Pilitsis, M Piegaro Journal of science teacher education 21 (1), 81-102, 2010 | 86 | 2010 |
| Exploring middle school students’ understanding of three conceptual models in genetics HB Freidenreich, RG Duncan, N Shea International Journal of Science Education 33 (17), 2323-2349, 2011 | 79 | 2011 |
| Disagreeing about how to know: The instructional value of explorations into knowing CA Chinn, S Barzilai, RG Duncan Educational Psychologist 55 (3), 167-180, 2020 | 71 | 2020 |
| DCIs, SEPs, and CCs, oh my!: Understanding the three dimensions of the NGSS RG Duncan, VL Cavera The Science Teacher 82 (7), 67, 2015 | 70 | 2015 |
| Promoting middle school students’ understandings of molecular genetics RG Duncan, HB Freidenreich, CA Chinn, A Bausch Research in Science Education 41, 147-167, 2011 | 69 | 2011 |
| Informing a learning progression in genetics: Which should be taught first, Mendelian inheritance or the central dogma of molecular biology? RG Duncan, M Castro-Faix, J Choi International Journal of Science and Mathematics Education 14, 445-472, 2016 | 56 | 2016 |
