| The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’how science works M Evagorou, S Erduran, T Mäntylä International journal of Stem education 2, 1-13, 2015 | 263 | 2015 |
| Generative role of experiments in physics and in teaching physics: a suggestion for epistemological reconstruction IT Koponen, T Mäntylä Science & Education 15 (1), 31-54, 2006 | 181 | 2006 |
| Understanding the role of measurements in creating physical quantities: A case study of learning to quantify temperature in physics teacher education T Mäntylä, IT Koponen Science & Education 16, 291-311, 2007 | 55 | 2007 |
| Consolidating pre-service physics teachers’ subject matter knowledge using didactical reconstructions T Mäntylä, M Nousiainen Science & Education 23, 1583-1604, 2014 | 46 | 2014 |
| Didactical Reconstruction of Processes in Knowledge Construction: Pre-service Physics Teachers Learning the Law of Electromagnetic Induction T Mäntylä Research in Science Education 42 (2), 791-812, 2012 | 31 | 2012 |
| The role of physics departments in developing student teachers' expertise in teaching physics IT Koponen, T Mäntylä, J Lavonen European Journal of Physics 25 (5), 645, 2004 | 22 | 2004 |
| Promoting conceptual development in physics teacher education: Cognitive-historical reconstruction of electromagnetic induction law T Mäntylä Science & Education 22, 1361-1387, 2013 | 18 | 2013 |
| Changes in university students’ explanation models of dc circuits T Kokkonen, T Mäntylä Research in Science Education 48, 753-775, 2018 | 17 | 2018 |
| Obtaining laws through quantifying experiments: justifications of pre-service physics teachers in the case of electric current, voltage and resistance T Mäntylä, A Hämäläinen Science & Education 24, 699-723, 2015 | 16 | 2015 |
| Knowledge organization in physics textbooks: A case study of magnetostatics S Majidi, TK Mäntylä Journal of Baltic Science Education 10 (4), 285-299, 2011 | 11 | 2011 |
| Didactical reconstructions for organizing knowledge in physics teacher education T Mäntylä Helsingin yliopisto, 2011 | 11 | 2011 |
| Mullistaako laaja-alaisuus kouluopetuksen?: Luokanopettajien käsityksiä laaja-alaisuudesta vuoden 2016 opetussuunnitelmassa I Oinonen, SM Salonen-Hakomäki, T Mäntylä, J Eskola Aikamme kasvatus: vain muutos on pysyvää? 14: eläytymismenetelmätutkimusta, 2018 | 7 | 2018 |
| Challenges of Web-based education in physic teachers’ training IT Koponen, T Mäntylä, J Lavonen Proceedings of ICTE.–2002.–Р, 291-295, 2002 | 6 | 2002 |
| Mullistaako laaja-alaisuus kouluopetuksen I Oinonen, SM Salonen-Hakomäki, T Mäntylä, J Eskola Luokanopettajien käsityksiä laaja-alaisuudesta vuoden, 137-164, 2016 | 5 | 2016 |
| The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking J Lämsä, J Kotkajuuri, A Lehtinen, P Koskinen, T Mäntylä, J Kilpeläinen, ... Frontiers in education 7, 942224, 2022 | 4 | 2022 |
| Networks Applied in Science Education Research IT Koponen, T Mäntylä Education Sciences 10 (5), 142, 2020 | 4 | 2020 |
| Collaborative Concept Mapping by Using CmapTools: Supporting Conceptualisation and Learning in Higher Education M Pehkonen, IT Koponen, T Mäntylä A. Méndez Vilas, A. Solano Martín, J. Mesa González & JA, 2009 | 2 | 2009 |
| From fragmented to structured knowledge in physics teacher education T Mäntylä Ph. D. Thesis, University of Helsinki, Finland, www. esera. org, 2006 | 2 | 2006 |
| Tarvitaanko ainedidaktikkoja? M Kallio, A Kallioniemi, T Mäntylä, S Routarinne Ainedidaktiikka 6 (2), 2022 | 1 | 2022 |
| Ainedidaktiikka: sateenvarjo vai prisma? M Kallio, T Mäntylä, A Kallioniemi, S Routarinne Ainedidaktiikka 5 (1), 1–2-1–2, 2021 | 1 | 2021 |
Sibel ErduranUniversity of Oxford, United Kingdom在 education.ox.ac.uk 的电子邮件经过验证
