| Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers M Windschitl Review of educational research 72 (2), 131-175, 2002 | 2104 | 2002 |
| Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations M Windschitl, J Thompson, M Braaten Science education 92 (5), 941-967, 2008 | 1476 | 2008 |
| Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture M Windschitl, K Sahl American educational research journal 39 (1), 165-205, 2002 | 1222 | 2002 |
| Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? M Windschitl Science education 87 (1), 112-143, 2003 | 1051 | 2003 |
| Proposing a core set of instructional practices and tools for teachers of science M Windschitl, J Thompson, M Braaten, D Stroupe Science education 96 (5), 878-903, 2012 | 918 | 2012 |
| Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs M Windschitl, T Andre Journal of Research in Science Teaching: The Official Journal of the …, 1998 | 695 | 1998 |
| Working toward a stronger conceptualization of scientific explanation for science education M Braaten, M Windschitl Science education 95 (4), 639-669, 2011 | 559 | 2011 |
| Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method M Windschitl Journal of Research in Science Teaching: The Official Journal of the …, 2004 | 532 | 2004 |
| Research news and comment: the WWW and classroom research: what path should we take? M Windschitl Educational researcher 27 (1), 28-33, 1998 | 507 | 1998 |
| Ambitious science teaching M Windschitl, J Thompson, M Braaten Harvard Education Press, 2020 | 501 | 2020 |
| The challenges of sustaining a constructivist classroom culture M Windschitl Phi Delta Kappan 80 (10), 751, 1999 | 445 | 1999 |
| Developing a theory of ambitious early-career teacher practice J Thompson, M Windschitl, M Braaten American educational research journal 50 (3), 574-615, 2013 | 369 | 2013 |
| Developing and using conceptual computer animations for chemistry instruction KA Burke, TJ Greenbowe, MA Windschitl Journal of chemical education 75 (12), 1658, 1998 | 350 | 1998 |
| Transcending simple forms of school science investigation: The impact of preservice instruction on teachers’ understandings of model-based inquiry M Windschitl, J Thompson American educational research journal 43 (4), 783-835, 2006 | 320 | 2006 |
| Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why? M Windschitl, J Thompson, M Braaten Teachers college record 113 (7), 1311-1360, 2011 | 291 | 2011 |
| How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms M Windschitl, J Thompson, M Braaten Cognition and Instruction 26 (3), 310-378, 2008 | 221 | 2008 |
| Practice makes practice: Learning to teach in teacher education M McDonald, E Kazemi, M Kelley-Petersen, K Mikolasy, J Thompson, ... Peabody Journal of Education 89 (4), 500-515, 2014 | 194 | 2014 |
| Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks H Kang, J Thompson, M Windschitl Science Education 98 (4), 674-704, 2014 | 193 | 2014 |
| Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking H Kang, M Windschitl, D Stroupe, J Thompson Journal of Research in Science Teaching 53 (9), 1316-1340, 2016 | 181 | 2016 |
| When does immersion in a virtual environment help students construct understanding W Winn, M Windschitl, R Fruland, Y Lee Proceedings of the International Conference of the Learning Sciences, ICLS …, 2002 | 174 | 2002 |
