| 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 | 2856 | 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, ... The journal of the learning sciences, 337-386, 2018 | 1182 | 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 | 343 | 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 | 313 | 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 | 260 | 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 | 218 | 2011 |
| Science learning progressions RG Duncan, AE Rivet Science 339 (6118), 396-397, 2013 | 131 | 2013 |
| The role of domain-specific knowledge in generative reasoning about complicated multileveled phenomena RG Duncan Cognition and Instruction 25 (4), 271-336, 2007 | 91 | 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 | 89 | 2013 |
| Designing project‐based instruction to foster generative and mechanistic understandings in genetics RG Duncan, KA Tseng Science Education 95 (1), 21-56, 2011 | 88 | 2011 |
| 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 | 70 | 2010 |
| Changes in belief orientations of preservice teachers and their relation to inquiry activities V Pilitsis, RG Duncan Journal of Science Teacher Education 23 (8), 909-936, 2012 | 63 | 2012 |
| Promoting middle school students’ understandings of molecular genetics RG Duncan, HB Freidenreich, CA Chinn, A Bausch Research in Science Education 41 (2), 147-167, 2011 | 56 | 2011 |
| 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 | 54 | 2011 |
| 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 | 48 | 2018 |
| DCIs, SEPs, and CCs, oh my!: Understanding the three dimensions of the NGSS RG Duncan, VL Cavera The Science Teacher 82 (7), 67, 2015 | 48 | 2015 |
| A microgenetic classroom study of learning to reason scientifically through modeling and argumentation C Chinn, R Duschl, R Duncan, L Buckland, W Pluta International Society of the Learning Sciences, Inc., 2008 | 38 | 2008 |
| A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas NA Shea, RG Duncan, C Stephenson Research in Science Education 45 (4), 485-507, 2015 | 33 | 2015 |
| 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 (3), 445-472, 2016 | 31 | 2016 |
| Promoting conceptual change through inquiry CA Chinn, RG Duncan, M Dianovsky, R Rinehart International handbook of research on conceptual change, 539-559, 2013 | 31 | 2013 |
