| Making sense of argumentation and explanation LK Berland, BJ Reiser Science education 93 (1), 26-55, 2009 | 817 | 2009 |
| A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts LK Berland, KL McNeill Science Education 94 (5), 765-793, 2010 | 468 | 2010 |
| Framing for scientific argumentation LK Berland, D Hammer Journal of research in science teaching 49 (1), 68-94, 2012 | 384 | 2012 |
| Epistemologies in practice: Making scientific practices meaningful for students LK Berland, CV Schwarz, C Krist, L Kenyon, AS Lo, BJ Reiser Journal of Research in Science Teaching 53 (7), 1082-1112, 2016 | 297 | 2016 |
| Classroom communities' adaptations of the practice of scientific argumentation LK Berland, BJ Reiser Science Education 95 (2), 191-216, 2011 | 288 | 2011 |
| For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson. LK Berland, KL McNeill Science Education 96 (5), 808-813, 2012 | 134 | 2012 |
| Confusing claims for data: A critique of common practices for presenting qualitative research on learning D Hammer, LK Berland Journal of the Learning Sciences 23 (1), 37-46, 2014 | 123 | 2014 |
| Engaging students in the scientific practices of explanation and argumentation BJ Reiser, LK Berland, L Kenyon The Science Teacher 79 (4), 34, 2012 | 116 | 2012 |
| Explaining variation in how classroom communities adapt the practice of scientific argumentation LK Berland Journal of the Learning Sciences 20 (4), 625-664, 2011 | 103 | 2011 |
| Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards E Miller, E Manz, R Russ, D Stroupe, L Berland Journal of Research in Science Teaching 55 (7), 1053-1075, 2018 | 97 | 2018 |
| Designing for STEM integration LK Berland Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 3, 2013 | 80 | 2013 |
| In pursuit of consensus: Disagreement and legitimization during small-group argumentation LK Berland, VR Lee International Journal of Science Education 34 (12), 1857-1882, 2012 | 74 | 2012 |
| High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content L Berland, R Steingut, P Ko Journal of Science Education and Technology, 1-16, 2014 | 55 | 2014 |
| What is (or should be) scientific evidence use in k‐12 classrooms? KL McNeill, L Berland Journal of Research in Science Teaching 54 (5), 672-689, 2017 | 48 | 2017 |
| Students’ framings and their participation in scientific argumentation LK Berland, D Hammer Perspectives on scientific argumentation, 73-93, 2012 | 40 | 2012 |
| Math, science, and engineering integration in a high school engineering course: A qualitative study CG Valtorta, LK Berland Journal of Pre-College Engineering Education Research (J-PEER) 5 (1), 3, 2015 | 39 | 2015 |
| Using a learning progression to inform scientific argumentation in talk and writing LK Berland, KL McNeill Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, 2009 | 36 | 2009 |
| Student learning in challenge-based engineering curricula LK Berland, TH Martin, P Ko, SB Peacock, JJ Rudolph, C Golubski Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 5, 2013 | 31 | 2013 |
| Epistemological trade‐offs: Accounting for context when evaluating epistemological sophistication of student engagement in scientific practices L Berland, K Crucet Science Education 100 (1), 5-29, 2016 | 28 | 2016 |
| Understanding the composite practice that forms when classrooms take up the practice of scientific argumentation LK Berland Dissertation -- ProQuest, 2008 | 23 | 2008 |
