Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners CV Schwarz, BJ Reiser, EA Davis, L Kenyon, A Achér, D Fortus, ... Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 1618 | 2009 |
Design‐based science and student learning D Fortus, RC Dershimer, J Krajcik, RW Marx, R Mamlok‐Naaman Journal of Research in Science Teaching 41 (10), 1081-1110, 2004 | 721 | 2004 |
Design‐based science and real‐world problem‐solving D Fortus, J Krajcik, RC Dershimer, RW Marx, R Mamlok‐Naaman International Journal of Science Education 27 (7), 855-879, 2005 | 513 | 2005 |
Adolescents' declining motivation to learn science: Inevitable or not? D Vedder‐Weiss, D Fortus Journal of research in science teaching 48 (2), 199-216, 2011 | 364 | 2011 |
Adolescents' declining motivation to learn science: A follow‐up study D Vedder‐Weiss, D Fortus Journal of research in science teaching 49 (9), 1057-1095, 2012 | 219 | 2012 |
Transforming energy instruction in middle school to support integrated understanding and future learning J Nordine, J Krajcik, D Fortus Science Education 95 (4), 670-699, 2011 | 215 | 2011 |
Measuring students' continuing motivation for science learning D Fortus, D Vedder‐Weiss Journal of Research in Science Teaching 51 (4), 497-522, 2014 | 176 | 2014 |
Curriculum coherence and learning progressions D Fortus, J Krajcik Second international handbook of science education, 783-798, 2012 | 173 | 2012 |
Attending to affect D Fortus Journal of Research in Science Teaching 51 (7), 821-835, 2014 | 157 | 2014 |
School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school D Vedder‐Weiss, D Fortus Journal of Research in Science Teaching 50 (8), 952-988, 2013 | 155 | 2013 |
The IQWST experience: Using coherence as a design principle for a middle school science curriculum Y Shwartz, A Weizman, D Fortus, J Krajcik, B Reiser The Elementary School Journal 109 (2), 199-219, 2008 | 147 | 2008 |
Teaching and learning of energy in K-12 education RF Chen, A Eisenkraft, D Fortus, J Krajcik, K Neumann, J Nordine, ... Springer International Publishing, 2014 | 118 | 2014 |
Assessing the role of curriculum coherence in student learning about energy D Fortus, LAM Sutherland Adams, J Krajcik, B Reiser Journal of Research in Science Teaching 52 (10), 1408-1425, 2015 | 102 | 2015 |
MoDeLS: Challenges in defining a learning progression for scientific modeling C Schwarz, BJ Reiser, A Acher, L Kenyon, D Fortus Learning progressions in science, 101-137, 2012 | 102 | 2012 |
Revisiting the Roles of Legal Rules and Tax Rules in Income Redistribution: A Response to Kaplow & (and) Shavell R Avraham, D Fortus, K Logue Iowa L. Rev. 89, 1125, 2003 | 101 | 2003 |
Students' self‐efficacy for science in different school systems BS Dorfman, D Fortus Journal of research in science teaching 56 (8), 1037-1059, 2019 | 76 | 2019 |
The importance of learning to make assumptions D Fortus Science Education 93 (1), 86-108, 2009 | 74 | 2009 |
South African physical sciences teachers’ perceptions of new content in a revised curriculum U Ramnarain, D Fortus South African journal of education 33 (1), 2013 | 71 | 2013 |
The driving question board A Weizman, Y Shwartz, D Fortus The Science Teacher 75 (8), 33, 2008 | 57 | 2008 |
Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning D Vedder-Weiss, D Fortus Research in Science Education 48, 181-206, 2018 | 53 | 2018 |