| Student affect and conceptual understanding in learning chemistry M Nieswandt Journal of Research in Science Teaching: The Official Journal of the …, 2007 | 297 | 2007 |
| Sources of students’ difficulties in learning Chemistry DF Treagust, R Duit, M Nieswandt | 191 | 2018 |
| Beyond Cartesian Dualism: Encountering Affect in the Teaching and Learning of Science. S Alsop Springer Science & Business Media, 2005 | 138 | 2005 |
| Interest in mathematics and science learning A Renninger, S Hidi, M Nieswandt | 122 | 2015 |
| Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective M Nieswandt Science Education 85 (2), 158-179, 2001 | 116 | 2001 |
| Science student role: Evidence of social structural norms specific to school science MC Shanahan, M Nieswandt Journal of Research in Science Teaching 48 (4), 367-395, 2011 | 107 | 2011 |
| Language instruction educational programs and academic achievement of Latino English learners: Considerations for states with changing demographics F López, E McEneaney, M Nieswandt American Journal of Education 121 (3), 417-450, 2015 | 92 | 2015 |
| Das Schulfach als Handlungsrahmen IF Goodson, S Hopmann, K Riquarts Vergleichende Untersuchung zur Geschichte und Funktion von Schulfächer. Köln …, 1999 | 81 | 1999 |
| Attitudes toward science: A review of the field M Nieswandt Beyond Cartesian dualism: Encountering affect in the teaching and learning …, 2005 | 80 | 2005 |
| Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs SE Barrett, M Nieswandt Journal of Research in Science Teaching: The Official Journal of the …, 2010 | 78 | 2010 |
| Creative activities and their influence on identification in science: Three case studies MC Shanahan, M Nieswandt Journal of Elementary Science Education 21 (3), 63-79, 2009 | 75 | 2009 |
| “I Just Want The Credit!”–Perceived Instrumentality as the Main Characteristic of Boys’ Motivation in a Grade 11 Science Course M Nieswandt, MC Shanahan Research in Science Education 38, 3-29, 2008 | 59 | 2008 |
| Written extended‐response questions as classroom assessment tools for meaningful understanding of evolutionary theory M Nieswandt, K Bellomo Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 58 | 2009 |
| Fostering spatial skill acquisition by general chemistry students D Carlisle, J Tyson, M Nieswandt Chemistry Education Research and Practice 16 (3), 478-517, 2015 | 53 | 2015 |
| Schreiben als Medium des Lernens: Kompetenzentwicklung durch Schreiben im Fachunterricht S Schmölzer-Eibinger, E Thürmann Waxmann Verlag, 2015 | 24 | 2015 |
| Instructional models for the acquisition of English as bridges into school science: Effects on the science achievement of US Hispanic English language learners EH McEneaney, F López, M Nieswandt Learning Environments Research 17, 305-318, 2014 | 24 | 2014 |
| Von Alltagsvorstellungen zu wissenschaftlichen Konzepten: Lernwege von Schülerinnen und Schülern im einführenden Chemieunterricht M Nieswandt Zeitschrift für Didaktik der Naturwissenschaften 7 (2001), 33-52, 2001 | 22 | 2001 |
| Undergraduate students’ interest in chemistry: The roles of task and choice M Nieswandt, G Horowitz Interest in mathematics and science learning, 225-242, 2015 | 20 | 2015 |
| Verstehendes Lernen im Chemieunterricht: Schreiben als Mittel: Schreiben als Mittel zum verstehenden Lernen und zur Konsolidierung des Gelernten im Chemieanfangsunterricht des … M Nieswandt (No Title), 1997 | 20 | 1997 |
| A framework for exploring small group learning in high school science classrooms: The triple problem solving space M Nieswandt, EH McEneaney, R Affolter Instructional Science 48 (3), 243-290, 2020 | 17 | 2020 |
Elizabeth McEneaneyUniversity of MassachusettsVerified email at educ.umass.edu
