| Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge P Scott, E Mortimer, J Ametller Studies in Science Education 47 (1), 3-36, 2011 | 233 | 2011 |
| Students' reading of innovative images of energy at secondary school level J Ametller, R Pintó International Journal of Science Education 24 (3), 285-312, 2002 | 228 | 2002 |
| Students' difficulties in reading images. Comparing results from four national research groups R Pintó, J Ametller International Journal of Science Education 24 (3), 333-341, 2002 | 148 | 2002 |
| Teaching science in a meaningful way: Striking a balance between ‘opening up’and ‘closing down’classroom talk P Scott, J Ametller School science review 88 (324), 77-83, 2007 | 138 | 2007 |
| Investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje: una línea de investigación emergente en Enseñanza de las Ciencias J Guisasola, J Ametller, K Zuza Revista Eureka sobre enseñanza y Divulgación de las Ciencias 18 (1), 2021 | 111 | 2021 |
| Evaluating and redesigning teaching learning sequences at the introductory physics level J Guisasola, K Zuza, J Ametller, J Gutierrez-Berraondo Physical Review Physics Education Research 13 (2), 020139, 2017 | 61 | 2017 |
| Using perspectives on subject learning to inform the design of subject teaching: an example from science education J Ametller, J Leach, P Scott The curriculum journal 18 (4), 479-492, 2007 | 61 | 2007 |
| Teaching and learning disciplinary knowledge: Developing the dialogic space for an answer when there isn’t even a question P Scott, J Ametller, EMORTIME RAND Educational Dialogues, 301-315, 2010 | 56 | 2010 |
| The generalizability of students’ interests in biology across gender, country and religion G Hagay, A Baram-Tsabari, J Ametller, G Cakmakci, B Lopes, A Moreira, ... Research in Science Education 43, 895-919, 2013 | 45 | 2013 |
| Establishing and communicating knowledge about teaching and learning scientific content: The role of design briefs J Leach, J Ametller, P Scott Designing theory-based teaching-learning sequences for science education, 35, 2010 | 37 | 2010 |
| Designing and evaluating short science teaching sequences: Improving student learning J Leach, J Ametller, A Hind, J Lewis, P Scott Research and the quality of science education, 209-220, 2005 | 33 | 2005 |
| An investigation of dialogic teaching in science classrooms P Scott, J Ametller, N Mercer, J Kleine Staarman, L Dawes NARST, New Orleans, 2007 | 24 | 2007 |
| Implementing and evaluating teaching interventions: Towards research evidence-based practice? J Leach, P Scott, J Ametller, A Hind, J Lewis Improving Subject Teaching, 79-99, 2006 | 24 | 2006 |
| Factors shaping the uptake of ICT in science classrooms. A study of a large-scale introduction of interactive whiteboards and computers C Grimalt-Álvaro, J Ametller, R Pintó International Journal of Innovation in Science and Mathematics Education 27 (1), 2019 | 21 | 2019 |
| The impact of science curriculum content on students’ subject choices in post-compulsory schooling J Ametller, J Ryder Understanding student participation and choice in science and technology …, 2014 | 18 | 2014 |
| The relationship of theory and practice in designing, implementing and evaluating teaching sequences: learning from examples that don’t work J Leach, J Ametller, P Scott Éducation et didactique, 133-155, 2009 | 16 | 2009 |
| A cultural-historical activity theory approach for the design of a qualitative methodology in science educational research C Grimalt-Álvaro, J Ametller International Journal of Qualitative Methods 20, 16094069211060664, 2021 | 15 | 2021 |
| ¿ Qué aportan el aprendizaje reflexivo y la enseñanza dialógica a la formación permanente? Un primer análisis con profesorado de ciencias y de matemáticas J Ametller, Á Alsina i Pastells Enseñanza de las ciencias, 2059-2064, 2017 | 13 | 2017 |
| Dialogic teaching in science classrooms: Full Research Report N Mercer ESRC End of Award Report, 2007 | 12 | 2007 |
| Investigation on the difficulties in teaching and learning graphic representations and on their use in science classrooms R Pinto, J Ametller, F Chauvet, P Colin, G Giberti, G Monroy, J Ogborn, ... Transversal Report on WP2, STTIS Project, 2000 | 12 | 2000 |
Roser PintóProfessora, Universitat Autonoma de BarcelonaCorreu electrònic verificat a uab.cat
