| 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 | 4137 | 2007 |
| The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction CA Chinn, WF Brewer Review of educational research 63 (1), 1-49, 1993 | 2687 | 1993 |
| Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks CA Chinn, BA Malhotra Science education 86 (2), 175-218, 2002 | 2295 | 2002 |
| Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology CA Chinn, LA Buckland, ALA Samarapungavan Educational psychologist 46 (3), 141-167, 2011 | 712 | 2011 |
| Patterns of discourse in two kinds of literature discussion CA Chinn, RC Anderson, MA Waggoner Reading research quarterly 36 (4), 378-411, 2001 | 687 | 2001 |
| An empirical test of a taxonomy of responses to anomalous data in science CA Chinn, WF Brewer Journal of Research in Science Teaching: The Official Journal of the …, 1998 | 666 | 1998 |
| The structure of discourse in collaborative learning CA Chinn, AM O'donnell, TS Jinks The Journal of Experimental Education 69 (1), 77-97, 2000 | 412 | 2000 |
| The structure of discussions that promote reasoning CA Chinn, RC Anderson Teachers College Record 100 (2), 315-368, 1998 | 346 | 1998 |
| Epistemic cognition and evaluating information: Applying the AIR model of epistemic cognition CA Chinn, RW Rinehart, LA Buckland | 343 | 2014 |
| Children's responses to anomalous scientific data: How is conceptual change impeded? CA Chinn, BA Malhotra Journal of Educational Psychology 94 (2), 327, 2002 | 332 | 2002 |
| Explanation in scientists and children WF Brewer, CA Chinn, A Samarapungavan Minds and Machines 8, 119-136, 1998 | 328 | 1998 |
| Learners' epistemic criteria for good scientific models WJ Pluta, CA Chinn, RG Duncan Journal of Research in Science Teaching 48 (5), 486-511, 2011 | 322 | 2011 |
| On the logical integrity of children's arguments RC Anderson, C Chinn, J Chang, M Waggoner, H Yi Cognition and instruction 15 (2), 135-167, 1997 | 269 | 1997 |
| Models of data: A theory of how people evaluate data CA Chinn, WF Brewer Cognition and Instruction 19 (3), 323-393, 2001 | 266 | 2001 |
| A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems S Barzilai, CA Chinn Educational psychologist 55 (3), 107-119, 2020 | 263 | 2020 |
| Intellectually stimulating story discussions. RC Anderson, C Chinn, M Waggoner, K Nguyen The Guilford Press, 1998 | 256 | 1998 |
| On the goals of epistemic education: Promoting apt epistemic performance S Barzilai, CA Chinn Journal of the Learning Sciences 27 (3), 353-389, 2018 | 246 | 2018 |
| 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 | 205 | 2018 |
| Education for a “post-truth” world: New directions for research and practice CA Chinn, S Barzilai, RG Duncan Educational Researcher 50 (1), 51-60, 2021 | 196 | 2021 |
| Learning through collaborative argumentation CA Chinn, DB Clark The international handbook of collaborative learning, 314-332, 2013 | 175 | 2013 |
