| Students’ multimodal construction of the work–energy concept KS Tang, SC Tan, J Yeo International Journal of Science Education 33 (13), 1775-1804, 2011 | 124 | 2011 |
| Constructing a scientific explanation—A narrative account J Yeo, JK Gilbert International Journal of Science Education 36 (11), 1902-1935, 2014 | 67 | 2014 |
| Changing Epistemology of Science Learning through Inquiry with Computer-Supported Collaborative Learning SOURCE: The Journal of Computers in Mathematics and Science Teaching 24 … SC Tan, ACJ Yeo, WY Lim Journal of Computers in Mathematics and Science Teaching 24 (4), 367-386, 2005 | 49 | 2005 |
| Redesigning problem-based learning in the knowledge creation paradigm for school science learning J Yeo, SC Tan Instructional Science 42, 747-775, 2014 | 34 | 2014 |
| Multimodal science teaching and learning J Yeo, W Nielsen Learning: Research and Practice 6 (1), 1-4, 2020 | 33 | 2020 |
| Online learning communities in K-12 settings SC Tan, LH Seah, J Yeo, D Hung International handbook of information technology in primary and secondary …, 2008 | 32 | 2008 |
| Knowledge creation in education SC Tan, HJ So, J Yeo Springer, 2014 | 30 | 2014 |
| The role of representations in students’ explanations of four phenomena in physics: Dynamics, thermal physics, electromagnetic induction and superposition J Yeo, JK Gilbert Multiple representations in physics education, 255-287, 2017 | 29 | 2017 |
| The efficacy of an image-to-writing approach to learning abstract scientific concepts: Temperature and heat J Yeo, E Lim, KCD Tan, YS Ong International Journal of Science and Mathematics Education 19, 21-44, 2021 | 28 | 2021 |
| Constructive use of authoritative sources in science meaning‐making J Yeo, SC Tan International Journal of Science Education 32 (13), 1739-1754, 2010 | 28 | 2010 |
| A learning journey in problem-based learning in a physics classroom JAC Yeo, SC Tan, YJ Lee The Asia-Pacific Education Researcher, 2012 | 23 | 2012 |
| A learning journey in problem-based learning J Yeo, SC Tan, YJ Lee International Society of the Learning Sciences, 2006 | 15 | 2006 |
| Introduction to the special issue: Multimodal meaning-making in science W Nielsen, J Yeo Research in Science Education 52 (3), 751-754, 2022 | 14 | 2022 |
| How groups learn: Implications for collaborative work in science J Yeo, YJ Lee, SC Tan Conference of Asian Science Education, 1-5, 2008 | 14 | 2008 |
| Pushing boundaries, taking risks E Koh, J Yeo, D Hung Learning: research and practice 1 (2), 95-99, 2015 | 13 | 2015 |
| Using visual representations to realise the concept of “heat” J Yeo, WL Wong, DKC Tan, YS Ong, A Delserieys Pedregosa Learning: Research and Practice 6 (1), 34-50, 2020 | 12 | 2020 |
| Producing scientific explanations in physics—A multimodal account J Yeo, JK Gilbert Research in Science Education 52 (3), 819-852, 2022 | 10 | 2022 |
| Analysis of a physics teacher's pedagogical ‘micro-actions’ that support 17-year-olds’ learning of free body diagrams via a modelling approach SL Tay, J Yeo International Journal of Science Education 40 (2), 109-138, 2018 | 10 | 2018 |
| Facing the challenges of the future of education J Yeo Learning: Research and Practice 5 (1), 1-3, 2019 | 8 | 2019 |
| A spiral model of collaborative knowledge improvement to support collaborative argumentation for science learning: Technological and pedagogical design W Chen, S Zhang, Y Wen, CK Looi, JAC Yeo | 8 | 2019 |
