| A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes J Airey, C Linder Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 520 | 2009 |
| Student‐teachers’ conceptions of science, teaching and learning: a case study in preservice science education JM Aguirre, SM Haggerty, CJ Linder International Journal of Science Education 12 (4), 381-390, 1990 | 432 | 1990 |
| A challenge to conceptual change. CJ Linder Science Education, 1993 | 389 | 1993 |
| Language and the experience of learning university physics in Sweden J Airey, C Linder European journal of physics 27 (3), 553, 2006 | 359 | 2006 |
| A study of tertiary physics students’ conceptualizations of sound CJ Linder, GL Erickson International Journal of Science Education 11 (5), 491-501, 1989 | 231 | 1989 |
| Competing visions of scientific literacy DA Roberts Exploring the landscape of scientific literacy, 11-27, 2011 | 202 | 2011 |
| Reflection and phenomenography: Towards theoretical and educational development possibilities C Linder, D Marshall Learning and Instruction 13 (3), 271-284, 2003 | 200 | 2003 |
| Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction T Fredlund, J Airey, C Linder European journal of physics 33 (3), 657, 2012 | 195 | 2012 |
| University physics students’ conceptualizations of factors affecting the speed of sound propagation CJ Linder International Journal of Science Education 15 (6), 655-662, 1993 | 151 | 1993 |
| Understanding sound: so what is the problem? CJ Linder Physics Education 27 (5), 258, 1992 | 135 | 1992 |
| Unpacking physics representations: Towards an appreciation of disciplinary affordance T Fredlund, C Linder, J Airey, A Linder Physical Review Special Topics-Physics Education Research 10 (2), 020129, 2014 | 118 | 2014 |
| Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses J Airey, C Linder Nordic Journal of English Studies 7 (3), 145-161, 2008 | 116 | 2008 |
| Social semiotics in university physics education J Airey, C Linder Multiple representations in physics education, 95-122, 2017 | 108 | 2017 |
| The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions Å Ingerman, C Linder, D Marshall Instructional science 37, 273-292, 2009 | 96 | 2009 |
| A new approach to modelling student retention through an application of complexity thinking J Forsman, C Linder, R Moll, D Fraser, S Andersson Studies in Higher Education 39 (1), 68-86, 2014 | 89 | 2014 |
| Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices. U Bossér, M Lundin, M Lindahl, C Linder European Journal of Science and Mathematics Education 3 (2), 159-176, 2015 | 83 | 2015 |
| Is teacher‐reflected epistemology a source of conceptual difficulty in physics? CJ Linder International Journal of Science Education 14 (1), 111-121, 1992 | 79 | 1992 |
| Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in physics representations T Fredlund, J Airey, C Linder European Journal of Physics 36 (5), 055001, 2015 | 71 | 2015 |
| Exploring the landscape of scientific literacy L Östman, DA Roberts, PO Wickman, G Ericksen, A MacKinnon Routledge, 2011 | 71 | 2011 |
| Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling D Domert, C Linder, Å Ingerman European Journal of Physics 26 (1), 47, 2004 | 70 | 2004 |
John AireyProfessor of University Science Education, Stockholm University, Reader Physics Uppsala University.在 su.se 的电子邮件经过验证
