| Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching J Gess-Newsome, SA Southerland, A Johnston, S Woodbury American Educational Research Journal 40 (3), 731-767, 2003 | 452 | 2003 |
| Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice SA Southerland, J Gess‐Newsome, A Johnston Journal of Research in Science teaching 40 (7), 669-691, 2003 | 150 | 2003 |
| Describing teachers' conceptual ecologies for the nature of science SA Southerland, A Johnston, S Sowell Science Education 90 (5), 874-906, 2006 | 114 | 2006 |
| A dual-process account of the development of scientific reasoning: The nature and development of metacognitive intercession skills E Amsel, PA Klaczynski, A Johnston, S Bench, J Close, E Sadler, ... Cognitive Development 23 (4), 452-471, 2008 | 106 | 2008 |
| Demythologizing or dehumanizing? A response to Settlage and the ideals of open inquiry A Johnston Journal of Science Teacher Education 19, 11-13, 2008 | 40 | 2008 |
| The effect of perspective on misconceptions in psychology: A test of conceptual change theory E Amsel, A Johnston, E Alvarado, J Kettering, L Rankin, M Ward Journal of Instructional Psychology 36 (4), 289-295, 2009 | 35 | 2009 |
| Framing the professional development of members of the science teacher education community A Johnston, J Settlage Journal of Science Teacher Education 19 (6), 513-521, 2008 | 26 | 2008 |
| A reconsideration of science misconceptions using ontological categories AT Johnston, SA Southerland Annual Meeting of the National Association for Research in Science Teaching …, 2000 | 21 | 2000 |
| Conceptual ecologies and their influence on nature of science conceptions: More dazed and confused than ever AT Johnston, SA Southerland Annual Meeting of the American Educational Research Association, New Orleans, LA, 2002 | 16 | 2002 |
| A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology AT Johnston The University of Utah, 2001 | 15 | 2001 |
| Conceptual change in psychology students' acceptance of the scientific foundation of the discipline E Amsel, A Ashley, T Baird, A Johnston Psychology Learning & Teaching 13 (3), 232-242, 2014 | 14 | 2014 |
| Dissatisfied with the fruitfulness of “learning ecologies” A Johnston, SA Southerland, S Sowell Science Education 90 (5), 907-911, 2006 | 12 | 2006 |
| Perhaps triangulation isn’t enough: A call for crystallization as a methodological referent in NOS research J Settlage, S Southerland, A Johnston, S Sowell | 12 | 2005 |
| Perhaps triangulation isn’t enough: A call for crystallization as a methodological referent in NOS research SA Southerland, A Johnston, S Sowell, J Settlage American Education Research Association, Montreal, Canada, 2005 | 12 | 2005 |
| Conceptualizing the nature of science: Extra-rational evaluations of tiny atoms, round planets, and big bangs AT Johnston, SA Southerland Annual Meeting of the National Association of Research in Science Teaching …, 2001 | 11 | 2001 |
| The Crossroads Model. J Settlage, A Johnston Educational Leadership 71 (8), 67-70, 2014 | 10 | 2014 |
| The multiple meanings of tentative science AT Johnston, SA Southerland 6th meeting of the International History, Philosophy and Science Teaching …, 2001 | 10 | 2001 |
| The role of imagination in conceptual change E Amsel, A Johnston Annual Meeting of the American Educational Research Association, New York, NY, 2008 | 9 | 2008 |
| Development and application of a web-based NOS instrument: Making students aware of their NOS conceptions SA Southerland, J Settlage, A Johnston, A Scuderi, L Meadows annual meeting of National Association for Research in Science Teaching …, 2003 | 7 | 2003 |
| Playing with science: Models for engaging communities A Johnston, MB Butler, FM Mensah, B Williams Children, Youth and Environments 21 (2), 312-324, 2011 | 6 | 2011 |
