| Argument to foster scientific literacy: A review of argument interventions in K–12 science contexts AR Cavagnetto Review of educational research 80 (3), 336-371, 2010 | 630 | 2010 |
| The nature of elementary student science discourse in the context of the science writing heuristic approach A Cavagnetto, BM Hand, L Norton‐Meier International Journal of Science Education 32 (4), 427-449, 2010 | 193 | 2010 |
| The importance of embedding argument within science classrooms A Cavagnetto, B Hand Perspectives on scientific argumentation: Theory, practice and research, 39-53, 2012 | 97 | 2012 |
| Promoting collaborative classrooms: The impacts of interdependent cooperative learning on undergraduate interactions and achievement J Premo, A Cavagnetto, WB Davis CBE—Life Sciences Education 17 (2), ar32, 2018 | 77 | 2018 |
| What do mainstream middle school teachers think about their English language learners? A tri-state case study H Hansen-Thomas, A Cavagnetto Bilingual Research Journal 33 (2), 249-266, 2010 | 74 | 2010 |
| Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments B Hand, A Cavagnetto, YC Chen, S Park Research in Science Education 46, 223-241, 2016 | 64 | 2016 |
| Negotiating the inquiry question: a comparison of whole class and small group strategies in grade five science classrooms AR Cavagnetto, B Hand, L Norton-Meier Research in Science Education 41, 193-209, 2011 | 55 | 2011 |
| Comparative effects of computer-based concept maps, refutational texts, and expository texts on science learning OO Adesope, A Cavagnetto, NJ Hunsu, C Anguiano, J Lloyd Journal of Educational Computing Research 55 (1), 46-69, 2017 | 33 | 2017 |
| Supporting student agency in science AR Cavagnetto, B Hand, J Premo Theory into practice 59 (2), 128-138, 2020 | 31 | 2020 |
| The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills NK Sundararajan, O Adesope, A Cavagnetto Journal of STEM Education 19 (1), 2018 | 30 | 2018 |
| Using argument as a tool for integrating science and literacy E Washburn, A Cavagnetto The Reading Teacher 67 (2), 127-136, 2013 | 27 | 2013 |
| Examination of the nonlinear dynamic systems associated with science student cognition while engaging in science information processing R Lamb, A Cavagnetto, T Akmal International Journal of Science and Mathematics Education 14, 187-205, 2016 | 26 | 2016 |
| The Multiple Faces of Argument in School Science. A Cavagnetto Science Scope 35 (1), 34-37, 2011 | 20 | 2011 |
| Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment J Premo, R Lamb, A Cavagnetto Learning Environments Research 21, 229-244, 2018 | 16 | 2018 |
| The Cooperative Classroom Environment Measure (CCEM): Refining a measure that assesses factors motivating student prosociality J Premo, A Cavagnetto, R Lamb International Journal of Science and Mathematics Education 16, 677-697, 2018 | 16 | 2018 |
| Promoting students’ attention to argumentative reasoning patterns AR Cavagnetto, KJ Kurtz Science Education 100 (4), 625-644, 2016 | 14 | 2016 |
| Factors influencing implementation of the science writing heuristic in two elementary science classrooms A Cavagnetto Science inquiry, argument and language, 37-52, 2008 | 11 | 2008 |
| Immersive approaches to science argumentation and literacy: What does it mean to “live” the languages of science? B Hand, A Cavagnetto, L Norton-Meier Theorizing the future of science education research, 99-113, 2019 | 10 | 2019 |
| Pedagogy, implementation, and professional development for teaching science literacy: How students and teachers know and learn L Norton-Meier, B Hand, A Cavagnetto, R Akkus, M Gunel Quality research in literacy and science education: International …, 2009 | 10 | 2009 |
| Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science AR Cavagnetto The University of Iowa, 2006 | 9 | 2006 |
