| A learning progression for water in socio‐ecological systems KL Gunckel, BA Covitt, I Salinas, CW Anderson Journal of Research in Science Teaching 49 (7), 843-868, 2012 | 221 | 2012 |
| Students' developing understanding of water in environmental systems BA Covitt, KL Gunckel, CW Anderson The Journal of Environmental Education 40 (3), 37-51, 2009 | 215 | 2009 |
| Helping elementary preservice teachers learn to use curriculum materials for effective science teaching CV Schwarz, KL Gunckel, EL Smith, BA Covitt, M Bae, M Enfield, ... Science Education 92 (2), 345-377, 2008 | 185 | 2008 |
| The imperative to move toward a dimension of care in engineering education KL Gunckel, S Tolbert Journal of Research in Science Teaching 55 (7), 938-961, 2018 | 160 | 2018 |
| Queering science for all: Probing queer theory in science education KL Gunckel Journal of Curriculum Theorizing 25 (2), 48-61, 2009 | 71 | 2009 |
| Addressing challenges in developing learning progressions for environmental science literacy KL Gunckel, L Mohan, BA Covitt, CW Anderson Learning progressions in science: Current challenges and future directions …, 2012 | 63 | 2012 |
| Teachers’ use of learning progression-based formative assessment in water instruction BA Covitt, KL Gunckel, B Caplan, S Syswerda Applied Measurement in Education 31 (2), 128-142, 2018 | 46 | 2018 |
| Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems KL Gunckel, BA Covitt, I Salinas Journal of Research in Science Teaching 55 (9), 1339-1362, 2018 | 40 | 2018 |
| Mediators of a preservice teacher’s use of the inquiry-application instructional model KL Gunckel Journal of Science Teacher Education 22, 79-100, 2011 | 39 | 2011 |
| Imagination, brokers, and boundary objects: Interrupting the mentor–preservice teacher hierarchy when negotiating meanings MM Canipe, KL Gunckel Journal of Teacher Education 71 (1), 80-93, 2020 | 38 | 2020 |
| Fulfilling multiple obligations: Preservice elementary teachers’ use of an instructional model while learning to plan and teach science KL Gunckel Science Education 97 (1), 139-162, 2013 | 38 | 2013 |
| Including Students and Teachers in the Co-Design of the Enacted Curriculum. KL Gunckel, FM Moore Online Submission, 2005 | 29 | 2005 |
| The principle–practical discourse edge: Elementary preservice and mentor teachers working together on colearning tasks KL Gunckel, MB Wood Science Education 100 (1), 96-121, 2016 | 26 | 2016 |
| Learning a secondary discourse: shifts from force-dynamic to model-based reasoning in understanding water in socioecological systems KL Gunckel, BA Covitt, CW Anderson Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, 2009 | 26 | 2009 |
| Experiences, Patterns, and Explanations. KL Gunckel Science & Children 48 (1), 2010 | 24 | 2010 |
| Learning progressions for environmental science literacy CW Anderson, J Krajcik, R Duschl, K Gunckel, B Tsurusaki, K Draney meeting of the National Association for Research in Science Teaching …, 2008 | 23 | 2008 |
| Integrating STEM and computing in PK-12: Operationalizing computational thinking for STEM learning and assessment S Grover, G Biswas, A Dickes, A Farris, P Sengupta, B Covitt, K Gunckel, ... The Interdisciplinarity of the learning sciences, 14th international …, 2020 | 22 | 2020 |
| Repairing elementary school science KL Gunckel Theory into practice 58 (1), 71-79, 2019 | 21 | 2019 |
| Teacher knowledge for using learning progressions in classroom instruction and assessment KL Gunckel annual meeting of the American Educational Research Association, San …, 2013 | 13 | 2013 |
| Computational thinking for using models of water flow in environmental systems: Intertwining three dimensions in a learning progression KL Gunckel, BA Covitt, AR Berkowitz, B Caplan, JC Moore Journal of Research in Science Teaching 59 (7), 1169-1203, 2022 | 12 | 2022 |
