| Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor WM Roth, GM Bowen Cognition and instruction 13 (1), 73-128, 1995 | 371 | 1995 |
| Differences in graph‐related practices between high school biology textbooks and scientific ecology journals WM Roth, GM Bowen, MK McGinn Journal of Research in Science Teaching: The Official Journal of the …, 1999 | 355 | 1999 |
| Professionals read graphs: A semiotic analysis WM Roth, GM Bowen Journal for Research in mathematics Education 32 (2), 159-194, 2001 | 285 | 2001 |
| Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices GM Bowen, WM Roth, MK McGinn Journal of Research in Science Teaching: The Official Journal of the …, 1999 | 235 | 1999 |
| When are graphs worth ten thousand words? An expert-expert study WM Roth, GM Bowen Cognition and Instruction 21 (4), 429-473, 2003 | 218 | 2003 |
| How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices WM Roth, MK McGinn, GM Bowen Journal of science teacher education 9 (1), 25-48, 1998 | 216 | 1998 |
| Data and graph interpretation practices among preservice science teachers GM Bowen, WM Roth Journal of Research in Science Teaching: The Official Journal of the …, 2005 | 210 | 2005 |
| Why students may not learn to interpret scientific inscriptions GM Bowen, WM Roth Research in Science Education 32, 303-327, 2002 | 169 | 2002 |
| Mathematization of experience in a grade 8 open‐inquiry environment: An introduction to the representational practices of science WM Roth, GM Bowen Journal of research in Science Teaching 31 (3), 293-318, 1994 | 140 | 1994 |
| Teachers' tendencies to promote student‐led science projects: Associations with their views about science JL Bencze, GM Bowen, S Alsop Science Education 90 (3), 400-419, 2006 | 138 | 2006 |
| Digitizing lizards: The topology of vision in ecological fieldwork WM Roth, GM Bowen Social Studies of Science 29 (5), 719-764, 1999 | 136 | 1999 |
| A national science fair: Exhibiting support for the knowledge economy JL Bencze, GM Bowen International Journal of Science Education 31 (18), 2459-2483, 2009 | 117 | 2009 |
| The practice of field ecology: Insights for science education GM Bowen, WM Roth Research in Science Education 37 (2), 171-187, 2007 | 101 | 2007 |
| An investigation of problem framing and solving in a grade 8 open-inquiry science program WM Roth, GM Bowen The Journal of the Learning Sciences 3 (2), 165-204, 1994 | 93 | 1994 |
| From thing to sign and “natural object”: Toward a genetic phenomenology of graph interpretation WM Roth, GM Bowen, D Masciotra Science, Technology, & Human Values 27 (3), 327-356, 2002 | 87 | 2002 |
| Of disciplined minds and disciplined bodies: On becoming an ecologist WM Roth, GM Bowen Qualitative Sociology 24, 459-481, 2001 | 87 | 2001 |
| Lecturing graphing: What features of lectures contribute to student difficulties in learning to interpret graphs? GM Bowen, WM Roth Research in Science Education 28 (1), 77-90, 1998 | 87 | 1998 |
| Applications of science and technology studies: Effecting change in science education WM Roth, MK McGinn, GM Bowen Science, Technology, & Human Values 21 (4), 454-484, 1996 | 87 | 1996 |
| Predict, observe, explain: Activities enhancing scientific understanding J Haysom, M Bowen NSTA Press, 2010 | 84 | 2010 |
| Creative Solutions' and Fibbing Results' Enculturation in Field Ecology WM Roth, GM Bowen Social Studies of Science 31 (4), 533-556, 2001 | 83 | 2001 |
Wolff-Michael RothLansdowne Professor of Applied Cognitive Science Emeritus, University of VictoriaVerified email at uvic.ca
