| The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy LG Enochs, LC Scharmann, IM Riggs Science education 79 (1), 63-75, 1995 | 519 | 1995 |
| Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators MU Smith, LC Scharmann Science Education 83 (4), 493-509, 1999 | 476 | 1999 |
| Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders S Kang, LC Scharmann, T Noh Science Education 89 (2), 314-334, 2005 | 333 | 2005 |
| Reexamining the role of cognitive conflict in science concept learning S Kang, LC Scharmann, T Noh Research in science education 34, 71-96, 2004 | 249 | 2004 |
| Influence of a cooperative early field experience on preservice elementary teachers' science self‐efficacy JR Cannon, LC Scharmann Science Education 80 (4), 419-436, 1996 | 246 | 1996 |
| Initial impacts of No Child Left Behind on Elementary Science Education G Griffith, L Scharmann Journal of Elementary Science Education 20 (3), 35-48, 2008 | 222 | 2008 |
| Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology LC Scharmann, MU Smith, MC James, M Jensen Journal of Science Teacher Education 16 (1), 27-41, 2005 | 209 | 2005 |
| Instructional influence of a molecular‐level pictorial presentation of matter on students' conceptions and problem‐solving ability T Noh, LC Scharmann Journal of Research in Science Teaching 34 (2), 199-217, 1997 | 205 | 1997 |
| Teaching evolution: Understanding and applying the nature of science LC Scharmann, WM Harris Journal of Research in Science Teaching 29 (4), 375-388, 1992 | 205 | 1992 |
| Cognitive conflict and situational interest as factors influencing conceptual change. H Kang, LC Scharmann, S Kang, T Noh International Journal of Environmental & Science Education 5 (4), 383-405, 2010 | 199 | 2010 |
| The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change S Kang, LC Scharmann, T Noh, H Koh International Journal of Science Education 27 (9), 1037-1058, 2005 | 162 | 2005 |
| Enhancing an Understanding of the Premises of Evolutionary Theory: The Influence of a Diversified Instructional Strategy LC Scharmann School Science and Mathematics 90, 91-100, 1990 | 161 | 1990 |
| Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation MW Winslow, JR Staver, LC Scharmann Journal of Research in Science Teaching 48 (9), 1026-1049, 2011 | 142 | 2011 |
| High school students’ perceptions of evolutionary theory CS Woods, LC Scharmann Electronic Journal of Science Education 6 (2), 1-20, 2001 | 134 | 2001 |
| Cooperative learning and preservice elementary teacher science self-efficacy LC Scharmann, CM Orth Hampton Journal of Science Teacher Education 6 (3), 125-133, 1995 | 129 | 1995 |
| Teaching evolution: Designing successful instruction LC Scharmann Journal of Science Teacher Education 5 (4), 122-129, 1994 | 100 | 1994 |
| Teaching Evolution: Designing Successful Instruction LC Scharmann American Biology Teacher 55 (8), 481-486, 1993 | 100 | 1993 |
| Using analogies to improve the teaching performance of preservice teachers MC James, LC Scharmann Journal of Research in Science Teaching 44 (4), 565-585, 2007 | 96 | 2007 |
| NSTA position statement: The teaching of evolution National Science Teachers Association Journal of College Science Teaching 27 (1), 7-8, 1997 | 90 | 1997 |
| A multi-year program developing an explicit reflective pedagogy for teaching pre-service teachers the nature of science by ostention MU Smith, L Scharmann Science & Education 17, 219-248, 2008 | 88 | 2008 |
Mike U. SmithProfessor, Mercer University School of Medicine在 mercer.edu 的电子邮件经过验证
